COURSE  OF  STUDY 


Missouri  High  Schools 


Containing 

LIST  OF  LIBRARY  BOOKS  SUGGESTIONS  FOR  EQUIPPING 
LABORATORIES;  REQUIREMENTS  FOR  CLAS- 
SIFICATION; STATE  AID  LAWS 


ISSUED  BY 

State  Department  of  Education 


1916 

THE  LIBRARY  OF  THE 
FEB  17  1932 

UNIVERSITY  OF  ILLINOI 


' HOWARD  A.  GASS 

State  Superintendent  of  Public  Schools 


FOREWORD. 

The  use  of  a definite  course  of  study  has  so  long  been  the 
habit  of  the  high  schools  of  Missouri  that  explanations  and 
definitions  are  now  no  longer  necessary.  For  a number  of 
years  the  state  has  prepared  and  distributed  to  the  high 
schools  of  Missouri  minimum  requirements  and  outlines  of 
courses  of  study  that  have  enabled  our  schools  to  work 
harmoniously  and  definitely  toward  a common  purpose  in 
the  preparation  of  students  for  life’s  duties. 

The  course  is  revised  and  brought  up  to  date  biennially. 
The  present  edition  attempts  to  bring  the  courses  for  Missouri 
high  schools  in  line  with  the  latest  and  best  educational 
thought.  It  offers  for  the  benefit  of  all  the  result  of  observa- 
tions and  conclusions  drawn  by  the  high  school  inspectors 
and  by  the  state  superintendent.  While  an  effort  has  been 
made  to  make  this  the  latest  word  in  high  school  recom- 
mendations it  is  by  no  means  the  last  word.  Changes  for 
the  better  are  constantly  going  on,  and  the  earnest  desire 
and  constant  effort  is  to  profit  by  the  best  thought  and  latest 
experience  of  those  who  are  investigating  and  developing 
educational  problems  along  scientific  lines. 

It  is  hoped  that  this  latest  revision  of  the  high  school 
course  of  study  marks  a step  in  advance.  Minimum  courses 
are  recommended,  thus  leaving  large  room  for  the  individ- 
uality and  the  personality  of  organized  forces  in  each  of  the 
public  schools.  Standards  in  education  are  as  necessary  as 
the  compass  and  chart  to  the  sailor  of  the  seas.  However, 
standards  should  be  considered  in  the  same  light  as  the  com- 
pass and  chart;  helpers  and  not  hinderers.  Standards  in 
education  give  intelligent  direction  and  purpose  for  work,  as 
well  as  a goal  to  be  reached.  It  is  expected  that  the  teacher 
will  consult  the  course  of  study,  which  is  his  chart  book,  as 
frequently  as  does  the  sailor  take  soundings  and  consult  sun 
and  stars  in  order  to  determine  his  course  and  lead  him  safely 
to  port. 

The  work  of  revising  the  present  course  of  study  has 
been  done  in  the  main  by  the  high  school  inspectors,  Messrs. 
M.  G.  Neale,  P.  P.  Callaway  and  F.  C.  Irion.  However, 


(3) 


4 High  School  Course  of  Study. 

much  valued  assistance  has  been  received  from  many  sources, 
grateful  acknowledgment  of  which  is  here  made.  The  course 
of  study  is  the  consensus  of  opinion  growing  out  of  the  past 
two  years  of  experience  in  inspecting  and  classifying  high 
schools,  the  study  of  many  courses  of  study  from  other  states 
and  consultations  with  a large  number  of  university  and 
normal  school  teachers,  city  school  superintendents  and  high 
school  principals  and  teachers. 

The  co-operation  of  high  school  authorities  in  putting 
into  practice  requirements  and  recommendations  has  been 
very  pleasing  in  the  past.  This  course  of  study  is  issued 
with  the  hope  that  this  spirit  of  earnest  effort  and  co-opera- 
tion will  continue. 

HOWARD  A.  GASS, 

State  Superintendent  of  Public  Schools. 
Jefferson  City,  July  1,  1916. 


OCT  15-1930 

BUPUCATE 
fXCBANGtl 


'i>  925 


/ 


HIGH  SCHOOL  COURSE  OF  STUDY. 


INTRODUCTION. 

In  the  present  revision  of  the  high  school  course  only 
such  changes-  have  been  made  as  seemed  necessary  to  meet 
new  demands  on  the  high  schools  of  the  state.  These  new 
demands  are  due  to  the  rapid  growth  of  the  high  school 
population  and  to  the  desire  on  the  part  of  school  authorities 
to  adapt  their  courses  more  and  more  to  the  varying  needs 
and  interests  of  this  larger  group  of  students.  Some  few 
things  which  have  proved  themselves  hindrances  in  practice 
have  been  omitted.  A few  regulations  and  requirements 
which  seemed  necessary  have  been  added,  and  some  parts 
of  the  course  which  were  frequently  misunderstood  have  been 
made  more  definite. 

The  following  are  perhaps  the  most  important  changes 
and  additions: 

Major  requirement  I,  concerning  the  Preparation  of 
Teachers , has  been  made  more  definite,  so  that  it  should  be 
easy  for  every  teacher  to  determine  for  himself  whether  he  is 
qualified  to  teach  any  one  given  subject  in  one  of  the  three 
classes  of  approved  high  schools. 

Under  the  topic  Courses  of  Study  several  suggestive 
courses  for  individual  high  schools  of  the  second  and  third 
class  have  been  outlined.  In  connection  with  the  discussion 
of  each  of  the  classes  of  high  schools  will  be  found  a definite 
statement  of  the  minimum  amount  of  library  and  laboratory 
equipment  required  and  an  estimate  of  the  cost  of  such 
equipment. 

Following  the  courses  of  study  are  some  suggestions 
concerning  the  keeping  of  high  school  records. 

The  courses  in  English,  history,  economics,  sociology, 
German,  French  and  music  have  been  partially  revised  and 
the  course  in  mechanical  drawing  has  been  revised  through- 
out. 

Additional  courses  have  been  outlined  for  one  unit  in 
general  science;  one-half  unit  in  commercial  law;  one-half 
unit  in  advanced  physiology,  and  one-half  unit  courses  in 

(5) 


6 


High  School  Course  of  Study. 


each  of  the  following  under  advanced  agriculture:  animal 
husbandry,  soils,  field  crops,  and  horticulture. 

The  lists  of  scientific  apparatus  have  been  revised  so 
that  prices  quoted  are  more  nearly  like  present  market 
prices. 

In  the  library  lists  the  double  and  single  starred  books 
under  each  subject  have  been  placed  first  and  the  total  cost 
of  these  (taking  one  copy  of  each  book)  has  been  placed  at 
the  end  of  the  starred  books.  This  will  help  in  making  an 
estimate  for  required  library  equipment. 

The  attention  of  boards  of  education  of  districts  main- 
taining two-year  high  schools  is  especially  called  to  the  com- 
binations of  good  maps  at  moderate  prices  at  the  end  of  the 
library  list  for  each  history.  • 

School  officers  often  ask  what  should  be  done  first  in 
building  an  approved  high  school.  To  make  the  standards 
of  approval  more  easily  understood  the  requirements  for 
classification  have  been  stated  in  condensed  form  on  the  two 
pages  following  under  two  headings,  respectively  (1)  major 
requirements,  (2)  minor  requirements.  Both  major  and 
minor  requirements  must  be  met  before  any  school  is  approved. 


High  School  Course  of  Study. 


7 


MAJOR  REQUIREMENTS. 

I.  Preparation  of  Teachers. 

Every  teacher  should  have  completed  at  least  two 
years  of  standard  college  work  above  a four  year  high 
school  course.  Below  is  a copy  of  Circular  Letter  No. 
2,  giving  the  minimum  number  of  hours  of  college 
credit  for  high  school  teachers  in  the  various  subjects. 
These  requirements  are  not  sufficient  in  themselves,  but 
presuppose  at  least  two  years  of  college  work  as  sug- 
gested above. 

1.  In  third  class  high  schools  the  minimum  re- 
quirement is  fixed  at  five  hours  of  college  work  for  each 
subject  taught. 

2.  In  second  class  and  first  class  high  schools  the 
minimum  requirements  in  college  hours  have  been 
placed  as  follows:  First  year  Agriculture  7 hours; 
Advanced  Agriculture  15  hours  with  a minimum  of  5 
hours  in  each  half  unit  taught;  General  Science  173^ 
hours  in  Physical  and  Biological  Sciences  with  a major 
of  not  less  than  7J^  in  one  Science  and  not  less  than  5 
hours  in  each  of  two  others;  other  Sciences  7 Yi  hours 
each;  English  10  hours;  History  10  hours;  German  10 
hours ; Latin  10  hours,  provided  this  is  preceded  by  three 
units  of  High  School  Latin;  Mathematics  hours; 
Sociology  H/l  hours;  Economics  7J^  hours;  Household 
Arts  15  hours;  Manual  Training  15  hours. 

3.  In  the  Commercial  Department  the  teachei 
should  be  a graduate  of  a first  class  high  school,  or  the 
equivalent,  prior  to  the  time  of  making  preparation  to 
teach  this  work.  The  teacher  should  also  have  graduated 
from  a standard  business  course  and  should  have  had, 
in  addition,  courses  in  college  English  and  Composition. 

By  college  work  is  meant  work  taken  in  a standard 
institution  of  college  rank  by  students  who  have  met  the 
minimum  requirements  for  admission  to  college  work, 
in  classes  containing  only  those  students  who  have 
Complied  with  these  requirements, 


8 


High  School  Course  of  Study. 


II.  Length  of  Term. 

For  a first  or  second  class  high  school,  a term  of 
nine  months  must  be  maintained  both  in  the  grades 
and  in  the  high  school.  For  a third  class  high  school 
a term  of  eight  months  must  be  maintained  in  the  grades 
and  in  the  high  school. 

III.  Organization. 

The  course  of  study  shall  meet  the  minimum  re- 
quirements hereinafter  prescribed. 

IV.  Equipment. 

The  equipment  shall  include  sufficient  apparatus 
for  individual  laboratory  work  in  the  sciences  taught 
and  adequate  reference  books  in  the  library  to  meet  the 
needs  of  the  pupils  as  determined  by  the  size  of  the 
classes. 

V.  Nonpreparation  Subjects. 

Subjects  requiring  no  outside  preparation  shall  be 
given  double  periods  daily  to  secure  a full  unit’s  credit. 

VI.  Quality  of  Work. 

The  character  of  instruction,  habits  of  study  and 
the  general  school  spirit  are  strong  factors  in  rating  a 
school.  The  final  test  for  approval  is  the  quality  of 
classroom  work. 


High  School  Course  of  Study. 


9 


MINOR  REQUIREMENTS. 

I.  Size  of  Classes. 

No  class  should  contain  more  than  thirty  pupils. 

II.  Buildings. 

The  location  and  construction  of  the  building,  the 
lighting,  heating,  and  ventilation  of  the  rooms,  the 
nature  of  the  lavatories,  corridors,  closets,  water  supply 
school  furniture,  and  methods  of  cleaning  shall  be  such 
as  to  insure  hygienic  conditions  for  both  students  and 
teachers. 

III.  Records. 

A permanent  system  of  records  of  attendance  and 
credits  shall  be  kept.  Each  school  should  install  a cumu- 
lative system  of  records.  The  record  should  show  the 
pupil’s  outside  reading  in  English.  A discussion  of  high 
school  records  will  be  found  on  page  25  of  this  manual. 

IV.  Number  of  Subjects. 

Only  the  exceptionally  strong  pupil  shall  carry  more 
than  the  equivalent  of  four  subjects  requiring  outside 
preparation.  At  the  most,  not  more  than  five  per  cent 
of  the  pupils  should  carry  five  subjects.  These  pupils 
should  be  the  strong  students  and  not  those  who  have 
failed  in  certain  subjects  in  previous  years. 

V.  Standards  of  Entrance. 

A certificate  of  graduation  issued  by  the  county 
superintendent  must  be  required  of  all  pupils  for  entrance, 
except  those  who  have  completed  the  eighth  grade  in  a 
system  over  which  the  county  superintendent  has  no 
jurisdiction.  Students  entering  from  other  high  schools 
shall  receive  the  credit  given  to  the  school  from  which 
they  enter  as  indicated  in  the  Circular  of  High  School 


10 


High  School  Course  of  Study. 


Credits*  issued  by  the  State  Superintendent  of  Schools. 
In  no  case  shall  more  credit  be  given  than  is  recommended 
in  this  circular,  without  a thorough  examination.  No 
examination  shall  be  given  later  than  the  first  week  of 
school  and  all  questions  and  papers  shall  be  kept  on  file 
as  a part  of  the  permanent  record. 


*For  the  convenience  of  the  educational  institutions  of  the  State  in  clas- 
sifying students  from  other  schools,  the  State  Superintendent  issues  a circular 
giving  the  standing  of  all  high  schools  in  Missouri.  Copies  are  sent  upon 
request. 


High  School  Course  of  Study . 


11 


SUGGESTIONS. 

1.  Only  those  subjects  should  be  given  which  can  be 
adequately  equipped  and  satisfactorily  taught.  A definite 
course  taught  each  year  is  more  satisfactory  than  changes 
and  alterations  from  year  to  year.  The  work  in  the  grades 
should  not  be  sacrificed  to  give  a more  extended  high  school 
course. 

2.  Courses  should  not  be  offered  for  the  benefit  of  a 
very  few  pupils.  It  is  poor  management  to  maintain  small 
classes  in  subjects  such  as  advanced  Latin  and  mathematics 
when  the  teaching  force  is  limited  and  other  classes  are 
overcrowded. 

3.  Requirements  for  schools  should  not  be  confused 
with  requirements  for  students  within  a school.  Courses  of 
study  prescribed  in  this  manual  are  minimum  requirements 
for  schools.  . Each  student  graduating  from  a four  year  course 
should  be  required  to  have  eleven  of  his  sixteen  units  from 
mathematics,  English,  history,  language  and  science  groups. 

4.  In  the  smaller  high  schools  with  few  or  no  electives, 
the  work  in  foreign  language  should  be  limited.  There  is 
question  as  to  the  advisability  of  offering  any  foreign  lan- 
guage in  a third  class  high  school.  In  second  class  high 
schools  and  small  first  class  high  schools  two  units  of  one 
foreign  language  should  meet  the  needs. 

5.  Many  pupils  on  entering  the  high  school  are  found 
to  be  deficient  in  penmanship,  spelling  and  language.  Where 
these  deficiencies  are  marked,  drill  should  be  provided  to 
overcome  the  weakness.  No  pupil  should  be  graduated  from 
the  high  school  whose  spelling,  penmanship  and  language  is 
noticeably  weak.  No  credit  .should  be  given  for  such  drill 
work. 

6.  The  library  should  be  carefully  catalogued  and 
managed.  Teachers  should  be  well  acquainted  with  the 
reference  work  in  their  respective  subjects.  All  library  as- 
signments should  be  definite  and  the  problems  to  be  in- 
vestigated should  be  clearly  stated.  The  library  should  be 
used  daily  and  there  should  be  a sufficient  number  of  duplicate 
copies  of  the  important  books  to  make  it  usable  at  all  times, 


12 


High  School  Course  of  Study. 


The  use  made  of  the  library  is  a strong  factor  in  determin- 
ing the  classification  of  high  schools. 

7.  While  it  is  necessary  for  students  to  keep  some 
record  of  experiments  and  observations  in  the  science  labora- 
tory, the  notebooks  are  not  an  -end  within  themselves.  The 
notebooks  should  represent  the  student’s  own  observations 
and  conclusions  in  brief  but  complete  statements.  Note- 
books should  indicate  the  work  and  individuality  of  the 
pupil  rather  than  that  of  the  teacher. 

8.  It  is  the  impression  of  the  Department  that  many 
schools  waste  time  in  getting  started  in  the  fall,  and  do  not 
keep  up  their  stride  the  last  month  of  the  term.  In  some 
schools  seniors  put  forth  less  effort  than  other  classes  and  do 
little  real  work  the  last  half  of  the  year.  Organization  for 
September  should  be  completed  in  the  spring,  and  the  work 
should  be  so  apportioned  that  all  classes  continue  regularly 
and  maintain  a high  standard  of  work  to  the  close  of  the  term. 
Delay  in  starting  gives  the  impression  that  time  is  not  valued 
and  laxity  at  the  close  makes  it  harder  to  keep  up  the  stand- 
ard the  following  year. 

9.  Equipment  for  all  courses  should  be  installed  before 
the  opening  of  school.  Needed  supplies  should  be  ordered 
during  the  summer.  It  is  not  necessary  to  wait  for  the  visit 
of  the  inspector  to  know  what  equipment  is  needed.  The 
necessary  equipment  for  all  courses  is  clearly  outlined  in  this 
manual.  Credit  can  not  be  given  for  courses  for  which  there 
is  not  adequate  equipment. 

10.  Courses  in  manual  training  and  household  arts  are 
recommended  for  all  schools  that  can  afford  equipment  and 
teachers  for  the  work.  Since  many  schools  are  adding  these 
subjects,  detailed  outlines  of  the  courses  with  complete  lists 
of  equipment  will  be  found  in  this  manual.  Such  courses 
should  not  be  added  unless  well  trained  teachers  can  be  se- 
cured and  adequate  equipment  provided. 

11.  It  is  not  only  the  right  but  the  duty  of  every  high 
school  to  meet  as  far  as  possible  the  manifest  social  needs  of 
the  local  community.  For  example,  a chemical  laboratory 
in  a mining  center  is  incomplete  without  the  means  of  doing 
some  simple  assaying,  while  the  chemistry  course  in  a farming 
community  should  include  the  chemistry  of  soils  and  other 
phases  of  the  subject  closely  related  to  agriculture.  The 
high  school  in  a community  from  which  few  students  go  to 


High  School  Course  of  Study. 


13 


college  should  not  stress  foreign  languages,  nor  should  courses 
in  bookkeeping,  stenography  and  typewriting  be  offered  in 
communities  where  there  is  no  demand  for  bookkeepers  and 
stenographers.  School  officers,  superintendents,  principals 
and  teachers  should  carefully  survey  the  educational  needs 
and  resources  of  their  community  and  endeavor  to  adjust  the 
high  school  course  to  meet  these  needs.  Local  needs  and 
not  outside  influences  should  determine  the  content  of  the 
course  of  study. 

12.  The  purpose  of  high  school  inspection  is  to  improve 
school  conditions.  This  is  done  by  counseling  with  superin- 
tendents, teachers,  and  school  boards  and  giving  them  con- 
structive criticism.  Besides  the  personal  work  of  the  in- 
spectors, suggestions  are  made  by  letters,  circulars,  and 
courses  of  study.  An  inspector  may  visit  a school  for  any 
one  or  all  three  of  the  following  purposes:  (1)  to  inspect 
and  classify  the  school;  (2)  to  help  the  board  and  superin- 
tendent solve  special  problems,  and  (3)  to  give  general 
counsel  and  advice  for  the  improvement  of  the  school.  Be 
free  to  write  the  State  Superintendent  when  the  Department 
can  be  of  service. 


14 


High  School  Course  of  Study. 


COURSES  OF  STUDY. 

Following  are  the  required  minimum  courses  of  study  for 
the  three  classes  of  high  schools.  If  conditions  warrant, 
boards  of  education  may  offer  more  than  is  prescribed,  but 
at  least  the  minimum  requirements  must  be  met  before  any 
school  .can  be  classified. 

It  is  not  necessary  that  every  student  take  all  the  sub- 
jects offered  in  the  high  school  of  any  class,  but  every  student 
who  is  graduated  from  a third  class  high  school  must  have 
completed  a total  of  8 units  of  work.  A student  graduated 
from  a second  class  high  school  must  have  completed  a total 
of  12  units  of  work,  and  a graduate  of  a first  class  high  school 
must  have  completed  a total  of  16  units  of  work. 

Of  the  total  of  8 units  of  work  required  for  graduation 
from  a third  class  high  school  at  least  2 units  should  be  in 
English,  1 unit  in  mathematics,  1 unit  in  science  and  1 unit 
in  history. 

Of  the  total  of  12  units  of  work  required  for  graduation 
from  a second  class  high  school  at  least  3 units  should  be  in 
English,  1 unit  in  mathematics,  one  unit  in  science  and  1 
unit  in  history. 

Of  the  total  of  16  units  of  work  required  for  graduation 
from  a first  class  high  school  at  least  3 units  should  be  in 
English,  1 unit  in  mathematics,  1 unit  in  science,  and  2 units 
in  history. 

A unit  is  defined  as  a subject  pursued  five  periods  a week 
for  the  entire  school  year,  four  units  constituting  a year’s 
work.  By  period  is  meant  not  less  than  forty  minutes  de- 
voted to  actual  teaching  in  subjects  requiring  preparation 
outside  of  the  recitation  or  eighty  minutes  devoted  to  labora- 
tory work.  For  drawing,  manual  training,  household  arts, 
bookkeeping,  music  and  other  subjects  not  requiring  prepara- 
tion outside  of  the  recitation  a period  means  eighty  minutes 
devoted  to  classroom  work.  A nonpreparation  subject  re- 
citing forty  minutes  each  day  for  one  year  counts  one-half 
unit  credit.  In  the  sciences  at  least  two  of  the  five  periods  a 
week  must  consist  of  eighty  minutes  each , devoted  to  laboratory 
work. 


High  School  Course  of  Study . 


15 


Third  Class  High  Schools. 

Two  Years. 


English 2 units 

Mathematics 1 unit 

History 1 unit 

Science 1 unit 

Electives 3 units 

Total 8 units 


This  course  of  study  requires  the  full  time  of  one  teacher. 

The  electives  may  be  two  in  a foreign  language;  one  ad- 
ditional in  science;  one  additional  in  history;  one  additional 
in  mathematics;  one-half  in  commercial  geography;  one-half 
in  advanced  physiology  (to  be  taught  in  the  last  half  of  the 
second  year). 

The  following  sciences  may  be  offered:  agriculture,  one 
unit;  physical  geography,  one  unit;  zoology,  one  unit;  botany, 
one  unit;  biology,  one  unit;  advanced  physiology,  one-half 
unit.  In  every  case  where  the  high  school  receives  special 
state  aid  the  unit  in  agriculture  must  be  taught,  and  it  is 
strongly  recommended  that  agriculture  be  taught  in  every 
high  school.  High  schools  not  receiving  special  high  school 
aid  may  however  select  any  one  of  the  above  named  sciences. 

While  a number  of  two-year  high  schools  are  teaching 
two  units  in  science  and  such  a course  is  permissible,  it  is 
recommended  that  such  a course  be  not  undertaken  where 
one  teacher  teaches  the  whole  high  school  course.  The 
reasons  for  such  recommendation  are  apparent.  Two  sciences 
in  the  course  would  be  too  much  work  for  one  teacher  since 
9 periods  would  be  required  four  days  a week,  not  to  mention 
the  extra  work  which  must  be  done  by  the  teacher  outside 
of  school  hours  to  prepare  for  the  laboratory  work.  Again, 
the  expense  for  equipping  for  two  sciences  would  be  too  great 
for  many  small  communities. 

The  following  history  courses  may  be  offered:  ancient 
history,  one  unit;  mediaeval  and  modern  history,  one  unit; 
English  history,  one  unit;  American  history  and  government, 
one  unit;  general  history,  one  unit. 

The  following  courses  in  mathematics  may  be  offered: 
algebra,  one,  one  and  one-half,  or  two  units;  plane  geometry, 
one  unit;  advanced  arithmetic,  one-half  unit.  The  first  year’s 
work  must  be  algebra  in  all  cases. 


16 


High  School  Course  of  Study. 


Suggested  Two-Year  High  School  Courses. 


First  Year. 
English,  1 unit. 

Algebra,  1 unit. 

Ancient  History  ) 

or  [■  1 unit. 

English  History  J 
Agriculture,  1 unit. 


I. 

Second  Year. 

English,  1 unit. 

Algebra  or  Plane  Geometry, 

1 unit. 

Mediaeval  and  Modern] 

or  }>  1 unit. 

American  History  J 
Commercial  Geography,  Yi  unit. 
Advanced  Arithmetic,  3^  unit. 


First 

English,  1 unit. 
Algebra,  1 unit. 
Ancient  History 
or 

General  History 
Beginning  Latin 
or 

Beginning  German 


First  Year. 
English,  1 unit. 

Algebra,  1 unit 
Agriculture,  1 unit. 
Beginning  Latin  ) 

or  f 1 unit. 

Beginning  German  J 


II. 

Second  Year. 
English,  1 unit. 

Algebra  or 

Plane  Geometry,  1 unit. 
Agriculture,  1 unit. 
Caesar 
or 

2d  German 


III. 

Second  Year. 
English,  1 unit. 

Algebra  or  Plane  Geometry, 
1 unit. 

Ancient  History  1 

or  f 1 unit. 

General  History  j 
Caesar 
or 

2d  German 


Year. 

| 1 unit. 

1 

1“  1 unit. 


1 unit. 


| 1 unit. 


IV. 

* First  Year.  Second  Year. 

English,  1 unit.  English,  1 unit. 

Algebra,  1 unit.  Algebra,  Yi  unit. 

General  History,  1 unit.  Adv.  Arithmetic,  3^  unit. 

Agriculture,  1 unit.  American  History,  1 unit. 

Commercial  Geography,  Y unit. 
Adv.  Physiology,  Y unit. 


If  any  foreign  language  is  offered,  at  least  two  units  must 
be  given.  Credit  for  one  unit  will  be  given  for  one  year 
conditionally  if  this  is  necessary  to  introduce  a language. 


High  School  Course  of  Study. 


17 


However,  the  one  unit  of  the  language  to  be  introduced 
should  not  be  taught  in  the  senior  year  and  under  no  con- 
dition should  a pupil  be  allowed  one  unit  credit  in  a language 
toward  graduation. 

Note — Other  courses  than  the  above  could  be  worked  out,  but 
these  are  perhaps  the  best.  While  the  particular  needs  of  a com- 
munity should  determine  the  course  taught,  it  is  suggested  that,  all 
things  being  equal,  that  course  should  be  selected  which  articulates 
easiest  with  a neighboring  high  school  of  higher  classification  which 
the  students  desiring  further  high  school  education  generally  attend. 


Equipment  for  a Third  Class  High  School. 

a.  Library. 

1.  Webster’s  New  International  Dictionary. 

2.  Abstract  of  Census  (write  Congressman).  (Very 

desirable,  but  not  absolutely  required). 

3.  A good  encyclopedia  (very  desirable  but  not  ab- 

solutely required). 

4.  At  least  the  double  starred  books  in  every  subject 

taught  which  require  reference  reading. 

5.  Books  for  the  outside  reading  in  English  for  the  first 

two  years. 

Books  for  high  school  library  are  listed  according  to  sub- 
jects in  the  back  of  this  course  beginning  on  page  118. 

b.  Maps  or  Charts. 

A chart  or  two  or  three  adequate  maps  for  every  history 
taught  should  be  secured.  Recommended  maps  and  charts 
will  be  found  after  the  list  of  reference  books  for  each  history 
in  the  library  list  indicated  above. 

c.  Laboratory  Equipment. 

At  least  the  minimum  equipment  for  every  science 
taught  as  listed  according  to  the  various  sciences  under 
Suggestions  for  Equipping  Laboratories  beginning  on  page  92. 

Note — For  example.  If  suggested  course  No.  I were  adopted 
with  ancient  history  and  mediaeval  and  modern  history,  the  mini- 
mum library  and  laboratory  equipment  would  be: 

1.  Double  starred  books  under  English  as  well  as  the  books 

for  outside  reading  in  English  for  two  years. 

2.  Double  starred  books  in  ancient  and  in  mediaeval  and 

modern  history. 


18  High  School  Course  of  Study. 

3.  Double  starred  books  in  agriculture. 

4.  Double  starred  books  in  commercial  geography. 

5.  Webster’s  New  International  Dictionary. 

6.  A chart  or  at  least  two  good  maps  for  both  ancient  and 

mediaeval  and  modern  history. 

7.  At  least  the  minimum  laboratory  equipment  for  agri- 

culture. 

Where  classes  are  large  it  is  very  desirable  that  duplicate 
copies  of  important  reference  books  be  secured.  There 
should  be  at  least  one  book  to  every  four  pupils  in  the  im- 
portant reference  books. 

The  approximate  cost  of  completely  equipping  a third 
class  high  school  in  library  and  maps  and  laboratory  apparatus 
varies  somewhat  according  to  what  course  is  adopted  and 
according  to  the  number  of  duplicate  copies  of  reference 
books  required,  but  should  not  fall  much  below  $200.00  in 
any  case,  nor  go  very  much  over  $250,  provided  agriculture 
is  the  only  science  in  the  course.  This  estimate  also  is 
exclusive  of  encyclopaedia.  A good  encyclopaedia  would 
increase  the  above  estimate  by  about  $100  in  every  case. 

Second  Class  High  Schools. 


Three  Years. 


English 

3 units 

Mathematics 

2 units 

History 

1 unit 

Science 

1 unit 

Electives 

5 units 

Total 

12  units 

This  course  of  study  requires  the  full  time  of  two  teachers. 
The  teachers  must  be  selected  and  the  work  assigned  with 
due  regard  to  the  subjects  each  is  prepared  to  teach.  No 
teacher  may  have  more  than  the  equivalent  of  seven  single 
periods  of  teaching  daily.  Less  than  this  number  is  desirable. 
A school  that  employs  only  two  teachers  should  not  attempt 
more  than  twelve  units. 

The  elective  units  may  be  one  additional  in  mathematics; 
one  or  two  additional  in  science;  two  or  three  in  Latin;  two 
or  three  in  German;  one-half  in  Civics;  one-half  in  commercial 
geography;  one-half  in  economics;  one  in  pedagogy;  one  in 
household  arts;  one  in  manual  training;  one  or  one-half  in 
bookkeeping. 


High  School  Course  of  Study.  19 

Although  three  sciences  are  permissible  in  a second  class 
high  school,  it  is  advisable  in  most  cases,  where  only  two 
teachers  are  employed,  not  to  give  more  than  two,  or  one 
science  and  a unit  in  household  arts  or  in  manual  training. 

In  mathematics,  at  least  one  unit  in  algebra  and  one  in 
plane  geometry  should  be  given. 

If  any  foreign  language  is  offered,  at  least  two  units 
must  be  given.  (See  further  statement  on  this  point  under 
third  class  high  schools.) 

A number  of  courses  for  individual  high  schools  can  be 
worked  out  from  the  above.-  Among  them  the  following  are 
perhaps  the  most  prevalent  in  three-year  high  schools,  con- 
fined to  two  teachers  and  twelve  units  of  work. 


SUGGESTED  THREE-YEAR  HIGH  SCHOOL  COURSES. 


20 


High  School  Course  of  Study. 


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21 


High  School  Course  of  Study. 


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22 


High  School  Course  of  Study. 


Equipment  for  Second  Class  High  School. 

( Two  teachers , 12  units.) 

Library : 

1.  One  or  two  copies  of  Webster’s  New  International 

Dictionary. 

2.  A first  class  encyclopedia. 

3.  All  the  double  starred  books  and  at  least  half  of  the 

single  starred  books  in  every  subject  taught  which 
requires  reference  reading. 

4.  Duplicate  copies  of  important  reference  books  in 

all  subjects.  At  least  1 book  for  every  4 pupils. 

Maps: 

A chart  or  at  least  three  adequate  maps  (wall)  for  every 
history  taught. 

Laboratory  Equipment: 

At  least  minimum  equipment  for  every  science  taught 
as  suggested  in  this  course  of  study. 

For  library  equipment  see  page  118. 

For  laboratory  equipment  see  page  92. 

The  total  cost  of  equipping  for  library,  maps  and  science 
equipment  varies  according  to  the  number  of  sciences  taught 
and  number  of  duplicate  copies  of  books. 

Total  cost  of  library,  map  and  laboratory  equipment 
when  agriculture  is  the  only  science  taught  should  not  fall 
much  below  $475.  Total  cost  of  library,  map  and  laboratory 
equipment  when  two  sciences,  agriculture  and  physical  geo- 
graphy, are  taught,  should  not  fall  much  below  $550.00. 
When  agriculture  and  physics  are  in  the  course  the  total  cost 
of  equipping  should  not  fall  much  below  $650.00.  The  above 
estimate  includes  $100.00  for  an  encyclopaedia  in  every  case. 

First  Class  High  Schools. 

Four  Years. 


English 3 units 

Mathematics 2 units 

History 2 units 

Science 2 units 

Electives 7 units 

Total 16  units 


This  course  of  study  requires  the  full  time  of  at  least  three 
teachers.  Two  teachers  cannot  do  four  years  of  standard 


High  School  Course  of  Study. 


23 


work.  The  teachers  must  be  selected  and  the  work  assigned 
with  due  regard  to  the  subjects  each  is  prepared  to  teach. 
Each  teacher  must  have  made  special  preparation  for  the 
work  assigned.  No  teacher  should  have  more  than  the 
equivalent  of  six  single  periods  of  teaching  daily. 

In  a first  class  high  school  every  unit  counted  toward 
graduation  must  be  approved. 

The  maximum  and  minimum  number  of  units  that  may 
be  offered  in  the  various  subjects  is  shown  in  the  table  at  the 
end  of  this  division  on  page  24. 

Equipment  for  a First  Class  High  School. 

a.  Library: 

1.  2 or  3 copies  of  Webster’s  New  International  Dic- 

tionary. 

2.  At  least  one  first  class  encyclopedia. 

3.  All  the  double  starred  books  in  every  subject  taught 

which  require  reference  reading. 

4.  At  least  all  the  single  starred  books  or  their  equivalent 

in  the  same  subjects. 

5.  Duplicate  copies  of  important  reference  books  in  all 

subjects.  One  book  to  every  4 pupils  is  suggested. 

b.  Maps:  Charts  or  adequate  maps  for  every  history 

taught. 

c.  Laboratory  Equipment: 

At  least  the  minimum  general  equipment  for  every 

science  taught , and  a sufficiently  large  equipment 

for  individual  laboratory  work. 

It  is  impossible  to  estimate  the  cost  of  necessary  equip- 
ment for  all  first  class  high  schools  owing  to  the  great  variety 
of  courses  taught.  A high  school,  however,  having  three 
teachers  and"  offering  the  minimum  number  of  16  units  should 
not  ask  classification  as  a first  class  high  school  unless  the 
minimum  equipment  in  library,  maps  and  laboratory  is  at 
least  from  $750.00  to  $900.00.  This  estimate  is  made  on  a 
course  of  16  units  with  only  two  of  the  following  three  sciences 
taught:  agriculture,  physical  geography,  physics.  The  in- 

troduction of  an  additional  science  or  the  introduction  of 
domestic  science  or  manual  training  would  greatly  increase 
the  above  estimate. 

For  library  equipment  see  page  118. 

For  science  equipment  see  page  92. 


24 


High  School  Course  of  Study. 


f 


The  maximum  and  minimum  number  of  units  that  may 
be  offered  in  the  various  subjects: 


Subjects. 

English 

Elementary  Algebra 

Plane  Geometry 

Solid  Geometry 

Trigonometry 

* Arithmetic  (adv.) 

* Algebra  (adv.) 

History 

Civil  Government 

Latin 

Greek 

German 

French 

Spanish 

Physics 

Chemistry 

General  Biology 

General  Science 

Zoology 

Botany 

* * **Physiology 

Physical  Geography 

Agriculture 

Music 

Drawing 

Manual  Training 

Mechanical  Drawing 

Household  Arts 

Economics : 

Sociology 

Commercial  Geography 

Bookkeeping 

Stenography  and  Typewriting. . 

Pedagogy  

Teacher-Training 


M^xi-  Mini- 
mum. mum. 
4 3 

IX  1 

1 1 

X X 

X X 

3^  X 

X X 

4 2 

X X 

4 2 

3 2 

4 2 

4 2 

3 2 

2 1 

2 1 

1 1 

1 1 

2 1 

2 1 

1 X 

1 1 

2 1 

1 lA 

2 1 

2 1 

1 1 

2 1 

X X 

X x- 

X2  X 

1 X 

2 2 

1 1 

3 3 


*Arithmetic  and  advanced  algebra  must  be  preceded  by  ele- 
mentary algebra  and  plane  geometry  in  first  and  second  class  high 
schools. 

**The  unit  course  in  physiology  must  be  preceded  by  biology 
and  zoology. 

The  half  unit  course  in  physiology  may  be  taught  in  the  second 
half  of  the  second  year  in  a third  class  high  school  and  should  not 
be  offered  below  the  third  year  in  a first  and  second  class  high  school. 


High  School  Course  of  Study. 


25  > 


HIGH  SCHOOL  RECORDS. 

I.  Permanent  Final  High  School  Record. 

Special  attention  is  called  to  requirement  No.  Ill,  given 
under  Minor  Requirements  on  page  9. 

A permanent  system  of  records  of  attendance  and 
credits  must  be  kept.  This  should  include  a record  of  each 
student’s  outside  reading  in  English.  A good  many  high 
schools  do  not  meet  this  requirement  as  they  should.  There 
is  especially  a laxity  about  keeping  a permanent  record  of 
the  outside  readings  in  English.  While  this  matter  of  records 
is  given  as  a minor  requirement  it  is  really  of  the  greatest 
importance  and  should  receive  the  careful  attention  of  super- 
intendents and  high  school  principals. 

This  department  does  not  recommend  any  special  sys- 
tem of  permanent  records.  The  following  suggestions, 
however,  may  be  of  .some  assistance. 

In  a third  class  high  school  the  matter  of  records  is  as 
important  as  in  a three  or  four-year  high  school,  and  the 
matter  of  keeping  a permanent  record  is  comparatively 
simple  because  of  the  small  number  of  pupils. 

In  a two-year  high  school  with  an  enrollment  of  from 
20  to  30  the  permanent  record  is  best  kept  perhaps  in  an 
ordinary  business  ledger.  The  record  in  this  ledger  should 
be  kept  as  a record  of  the  individual  pupil  rather  than  as  a 
record  by  classes  or  years.  A page  or  half  a page  according 
to  the  size  of  the  ledger  may  be  taken  for  each  pupil.  The 
following  is  a sketch  of  a half  page  of  a ledger  showing  the 
individual  record  of  a pupil: 


26 


High  School  Course  of  Study. 


Page  10 

Name — Harrison,  William  Henry. 

Parent  (or  Guardian) — Harrison,  John  Henry. 

Residence — (If  a nonresident  give  address  here.) 

Entered  from — If  a nonresident,  place  here  the  school  attended  last, 
e.  g.,  Rural  School,  District  No.  36,  Jackson  county.  Presented 
certificate  of  graduation  No.  8,  dated  April  3,  1915,  from  county 
superintendent. 


Date  of  entrance — Sept.  8,  1915.  Age  at  entrance,  15  years,  4 months. 


First  Year. 


Second  Year. 


No.  of  days  attended,  140. 
No.  of  times  tardy,  3. 


Subject. 

First 

half 

term. 

Second 

half 

term. 

Final 

grade. 

English 

70 

80 

75 

Algebra 

80 

80 

80 

Anc.  Hist.  . . . 

60 

68 

64 

Agriculture. . . 

85 

95 

90 

Same  form  as 
in  first  year. 


Outside  Readings  in  English. 


Cooper — The  Last  of  the  Mohicans. 
Rice — Mrs.  Wiggs  of  the  Cabbage 
Patch. 

Poe — Selected  Tales. 

Kipling — Kim. 

Wiggin — Rebecca  of  Sunny  Brook 
Farm. 


Graduated,  May  10,  1917. 


If  the  pupil  had  dropped  out  of  school  after  the  first 
half  of  the  first  year  this  fact  could  have  been  recorded  in 
the  space  given  to  outside  readings  and  cause  mentioned, 
e.  g.,  dropped  from  register  Jan.  5,  1916 — moved;  or,  sick- 
ness, etc.  Only  semi-term  grades  should  be  recorded  in  this 
permanent  record.  This  would  show  that  a pupil  has  don£ 
at  least  half  a unit  of  work  in  a given  subject. 

If  a pupil  should  enter  the  second  year  after  having 
completed  the  first  year  in  some  other  approved  high  school, 
a record  should  be  made  in  the  space  for  first  year  above, 
showing  the  subjects  accepted  from  the  other  school  and  grades 
in  the  same;  if  possible,  also  the  readings  in  English.  This 
might  be  done  in  red  ink  or  some  ink  of  different  color  than 


High  School  Course  of  Study. 


27 


the  rest  of  the  record.  The  various  items  of  information, 
such  as  age,  from  what  school,  etc.,  should  be  gotten  from 
the  pupil  on  the  day  of  entrance.  As  soon  as  his  name  has 
been  entered  on  the  ledger  the  name  should  also  be  put  in 
the  back  of  the  ledger  where  a sufficient  number  of  pages 
should  be  reserved  for  an  alphabetical  name  index.  After 
the  name  in  the  index  should  be  written  the  number  of  the 
page  of  the  ledger  on  which  the  record  is  found,  e.  g.,  under 
H in  the  name  index  should  be  written  “Harrison,  William 
Henry,  page  10.” 

No  attempt  should  be  made  to  keep  the  individual 
pupil’s  records  in  alphabetical  order  on  the  pages  of  the  led- 
ger. This  may  be  done  each  year  at  the  opening  of  school 
with  the  newly  entered  pupils,  but  space  could  not  well  be 
reserved  for  pupils  entering  later.  The  name  index  in  the 
back  of  the  ledger  will  be  practical  enough  for  a third  class 
high  school  with  few  students. 

The  above  form  is  by  no  m£ans  intended  to  be  a model 
to  be  copied  but  merely  as  an  illustration  of  the  idea  suggested. 
By  taking  a little  time  each  principal  can  no  doubt  improve 
the  form  both  in  its  arrangement  and  in  number  of  items  to 
be  recorded. 

The  matter  of  permanent  record  in  the  larger  high  schools 
becomes  more  difficult.  In  the  smaller  three  and  four-year 
high  schools,  no  doubt  a satisfactory  ledger  record  can  be 
worked  out  by  the  superintendent.  If  this  is  done  it  would 
be  better,  however,  to  keep  a card  system  of  name  index  to 
this  ledger  as  this  card  system  could  be  kept  in  absolute 
alphabetical  order. 

For  high  schools  with  large  enrollment  this  department 
recommends  some  system  of  loose-leaf  or  card  system  of 
permanent  records.  In  some  of  the  high  schools  of  the  state 
systems  of  permanent  cumulative  records  have  been  intro- 
duced. This  would  be  the  most  complete  and  satisfactory 
system  as  it  gives  the  educational  history  of  the  child  from 
the  time  it  enters  school  until  graduation  from  the  high 
school. 

Various  systems  of  loose-leaf  records  are  on  the  market, 
both  of  high  school  records  alone  and  of  cumulative  records. 
The  two  systems  of  loose-leaf  records  most  generally  found 
in  the  state  are,  perhaps,  the  systems  published  by  the 
W.  M.  Welch  Scientific  Company,  Chicago,  Illinois,  and  the 


28 


High  School  Course  of  Study. 


School  Record  Publishing  Company,  Lawrence,  Kansas.  In 
some  of  the  larger  high  schools  the  superintendents  have 
worked  out  admirable  systems  of  their  own.  In  some  of  the 
high  schools  a card  system  of  permanent  high  school  records 
is  used.  A good  card  system  is  published  by  Shaw-Walker, 
Muskegon,  Michigan.  The  Hugh  Stephens  Company,  Jef- 
ferson City,  Missouri,  also  publishes  a card  system  of  per- 
manent high  school  record  (this  card  is  a modified  form  of 
the  permanent  high  school  record)  suggested  by  the  N.  E.  A. 
This  record  is  compact  and  complete.  Both  sides  of  this 
card  are  used.  Figure  No.  1 and  Figure  No.  2 are  facsim- 
iles of  the  two  sides  of  the  card  and  are  self-explanatory: 

A Word  of  Caution.  • 

While  the  card  system  of  records  is  perhaps  the  most 
satisfactory  from  the  standpoint  of  compactness  and  ease 
with  which  reference  to  it  can  be  made,  there  is  more  or  less 
danger  of  losing  the  cards.  This  is  especially  true  if  several 
persons  are  allowed  to  have  access  to  the  cards  and  if  the 
recording  is  done  by  different  persons  at  different  times. 
The  same  danger,  although  in  a lesser  degree,  is  also  found 
in  a loose-leaf  record  system.  In  many  high  schools  a double 
system  of  records  is  advisable,  a ledger  system  for  security 
and  permanence  and  a card  system  or  loose-leaf  system  for 
ready  reference.  The  two  systems  should  act  as  a check 
upon  each  other. 

The  care  of  the  permanent  record  is  another  matter  to 
which  superintendents  and  principals  should  give  special 
attention.  In  some  of  the  smaller  high  schools,  especially, 
the  record  is  placed  where  everbody  can  have  access  to  it. 
Frequently  the  record  is  found  in  the  library  shelf  among  the 
library  books.  The  records  should  be  kept  in  a place  where 
no  one  but  the  superintendent,  principal  or  some  person 
especially  entrusted  with  the  care  of  same  can  have  access 
to  it.  In  many  of  the  smaller  towns  a good  plan  would  be 
to  have  the  secretary  of  the  board  keep  the  record  in  a bank 
vault  or  some  safe  place  other  than  the  schoolhouse  over 
summer. 

Class  Schedule. 

The  class  schedule  is  another  matter  which  receives 
little  attention  in  many  high  schools.  In  every  high  school 


No  19  PERMANENT-FINAL  HIGH  SCHOOL  RECORD 

Name  Course 

Parent  or  Guardian  Residence 

Entered  from  Date  Entered  Age  at  Entrance 

No.  units  accepted  from  other  high  schools  (Indicate  on  record  with  red  ink.) 

1 5th  Year 

u 

-o 

c 

cm 

5 

1 4th  Year  1 

1 Cr. 

a 

cm 

'to 

. 

1 3rd  Year  1 

u 

U 

-o 

c 

cm 

5 

1 2nd  Year  1 

u 

-o 

c 

CM 

09 

1 1st  Year 

1 Cr* 

“O 

a 

CM 

£ 

SUBJECT 

| Credits  For’d 

I Physiology 

[ Arithmetic 

[ Algebra 

I Adv.  Algebra 

I Plane  Geometry 

I Solid  Geometry 

I Trigonometry 

| Bookkeeping 

| Com.  Geography  | 

| Stenography 

| Typewriting 

| Economics 

| Manual  Training  1 

[ Drawing 

| Dcm.  Science 

j Education  I 

| Education  II 

| Education  III 

| Music 

5th  Year 

u 

09 

4th  Year 

u 

“O 

■C 

CM 

jq 

| 3rd  Year  | 

u 

-o 

CM 

09 

2nd  Year  1 

u 

“T3 

a 

CM 

1st  Year  1 

CJ 

-o 

a 

cm 

7 

SUBJECT 

English 

German 

Latin 

Caesar 

Cicero 

Virgil 

French 

Ancient  History 

M.  & M.  Histdry 

English  History 

Amer.  History 

Socioiogy 

Civics 

Agriculture 

Gen’l  Science 

Phys.  Geography 

Botany 

Physics 

Chemistry 

Credits  For’d  | 

Graduated  Total  units  Dropped  Course 


FIGURE  NO. 


High  School  Course  of  Study. 


31 


there  should  be  during  the  school  year  a class  schedule  card 
for  every  pupil.  This  card  should  be  made  out  at  the  time 
of  enrollment  and  no  student  should  be  allowed  to  enter  any 
classes  unless  his  class  schedule  is  approved  by  superintendent 
or  principal.  Any  changes  in  the  daily  program  of  a pupil 
during  a semester  or  during  the  year  should  be  carefully 
noted  on  his  schedule  card  so  that  the  card  will  show  at  all 
times  where  the  pupil  is.  Such  an  arrangement,  further- 
more, makes  it  an  easy  matter  to  check  the  work  carried  by 
each  high  school  pupil.  Figure  3 is  a suggested  form  of  a 
class  schedule. 


32 


High  School  Course  of  Study. 


II.  Library  Records. 

While  on  the  subject  of  records  it  is  not  out  of  order  to 
call  attention  to  the  subject  of  classification  and  cataloguing 
of  the  high  school  library.  In  too  many  high  schools  no 
attempt  is  made  to  classify  the  books  on  the  shelves  or  to 
keep  a catalogued  list  of  the  books. 

In  a two-year  high  school  with  a comparatively  small 
library  no  elaborate  system  of  cataloguing  is  necessary,  but 
no  matter  how  small  the  library  is,  adequate  shelf  room  should 
be  provided  for  all  the  books  and  the  books  should  be  clas- 
sified according  to  subjects  and  numbered  and  stamped  as 
property  of  the  high  school.  It  is  also  suggested  that  besides 
numbering  and  stamping  each  book  when  placed  in  the 
library,  the  actual  price  which  the  district  paid  for  the  book 
be  written  in  the  same  place  where  the  number  of  the  book 
this  noted.  This  can  easily  be  done  from  the  invoices  on 
receipt  of  the  books.  If  this  practice  were  followed  it  would 
facilitate  the  work  of  estimating  the  value  of  the  library  at 
any  later  time. 

A record  of  the  library  books  thus  classified  and  num- 
bered should  be  kept  in  a ledger.  The  books  should  be  listed 
under  the  respective  subjects,  the  number  of  the  book  given, 
year  of  purchase,  publishers,  author,  and  original  cost  of 
book. 

In  determining  the  estimated  value  of  the  library  at  any 
time , the  books  should  not  be  valued  according  to  their  original 
cost , but  due  allowance  should  be  made  for  the  wear  and  tear 
and  actual  condition  of  the  book.  The  original  price  merely 
makes  it  an  easier  matter  to  estimate  the  actual  value  and 
eliminates  guesswork  to  a large  extent. 

In  a separate  book  a daily  record  should  be  kept  of 
books  used  by  the  students.  In  a great  many  high  schools 
it  is  impossible  to  determine  to  what  extent  the  library  is 
used  by  the  pupils  because  no  permanent  daily  record  is  kept 
of  books  used  during  study  periods  or  taken  out  for  home 
study  over  night. 

The  above  suggestions  are  made  for  high  schools  with 
small  libraries.  First  class  high  schools  with  large  libraries 
should  by  all  means  follow  some  good  card  system  of  library 
classification  and  a duly  appointed  librarian  should  have 
charge  of  the  library.  In  many  high  schools  responsible 


High  School  Course  of  Study. 


33 


students  act  as  librarians  during  certain  periods  of  the  day. 
Under  no  circumstances  should  pupils  be  allowed  to  take 
books  home  without  a proper  record  having  been  made. 

III.  Invoices  of  Science  Apparatus. 

Once  a year,  preferably  at  the  close  of  the  school  year, 
an  inventory  should  be  taken  of  all  science  apparatus.  The 
apparatus  should  be  listed  according  to  sciences.  The  exact 
number  Lof  pieces  of  apparatus  should  be  given  together 
with  the  value  which  is  placed  upon  each  piece.  In  esti- 
mating the  value  of  any  laboratory  apparatus  the  original 
cost  should  not  be  taken  as  the  actual  value  but  due  allow- 
ance should  be  made  for  deterioration  through  use  and  age. 

The  superintendent  or  principal  should  keep  these  in- 
voices on  file.  Whenever  new  apparatus  is  secured  it  should 
be  listed  and  the  original  cost  as  shown  by  the  invoice  should 
be  recorded,  since  it  will  aid  in  making  any  later  estimate. 

The  advantages  of  making  the  inventory  at  the  end  of 
the  school  year  are  as  follows: 

1.  The  apparatus  will  be  classified  and  stored  away 
properly  over  the  vacation  period. 

2.  The  teacher  can  determine  definitely  where  there 
are  deficiencies  and  what  will  be  needed  for  the  next  year. 
It  is  a poor  policy  to  leave  this  matter  until  school  opening 
in  the  fall.  Superintendents  and  boards  should  make  their 
estimates  in  the  spring  and  should  place  orders  early. 


S— 3 


OUTLINE  OF  COURSES. 

ENGLISH. 

Four  units  may  be  offered. 

THE  AIMS  OF  HIGH  SCHOOL  ENGLISH. 

The  aims  of  high  school  English  are  well  expressed  in  the  fol- 
lowing extract  taken  from  “A  Brief  Summary  of  the  Forthcoming 
Report  of  the  National  Joint  Committee  on  the  Reorganization  of 
High  School  English.” 

“English  comprises  two  subjects,  composition  and  literature. 
These  are  complementary  to  each  other,  but  by  no  means  entirely 
identical,  either  in  aim  or  in  method. 

The  chief  aim  of  composition  teaching  is  to  develop  the  power 
of  effective  communication  of  ideas  in  both  speech  and  writing;  it 
seeks  to  supply  the  pupil  with  an  effective  tool  for  use  in  both  public 
and  private  life.  In  common  with  other  studies,  composition  also 
develops  power  of  observation,  imagination  and  inference  and  makes 
substantial  additions  to  one’s  stores  of  useful  knowledge  and  one’s 
range  of  ideas  and  interests.  It  involves  guidance  in  gathering, 
selecting,  organizing  and  presenting  ideas  for  the  sake  of  informing 
persuading,  entertaining,  or  inspiring  others.  It  recognizes  that 
good  speech  demands  a sense  for  established  idiom,  distinct  and 
natural  articulation,  correct  pronunciation,  and  the  use  of  an  agree- 
able and  well-managed  voice;  that  good  writing  demands  a large 
vocabulary,  a clear  and  vigorous  style,  and  firmness  and  flexibility 
in  the  construction  of  sentences  and  paragraphs;  also  correctness  as 
to  details  of  form,  namely,  a firm  and  legible  handwriting,  correct 
spelling,  correctness  of  grammar  and  idiom,  and  observance  of  the 
ordinary  rules  for  the  use  of  capitals  and  punctuation. 

The  aims  of  literature  teaching  are  to  quicken  the  spirit  and 
kindle  the  imagination  of  the  pupil,  open  up  to  him  the  potential 
significance  and  beauty  of  life,  and  form  in  him  the  habit  of  turning 
to  good  books  for  companionship.  It  involves  guidance  in  the 
gaining  of  a clear  first  impression  of  a book  as  a whole,  the  thoughtful 
consideration  of  parts  in  relation  to  the  whole,  and  a vivid  realization 
of  the  meaning  of  both  the  part  and  the  whole  in  terms  of  the  readers’ 
own  experience  and  imagination.  It  recognizes  that  good  reading 
requires  a definite  understanding  as  to  the  purpose  to  be  realized  by 
the  reading,  whether  only  knowledge  of  essentials,  intimate  famil- 
iarty  with  details,  or  acquaintance  with  certain  selected  facts;  the 
habit  of  careful  observation,  reflection,  and  organization;  and  in 
the  case  of  oral  rendering,  an  accurate  and  sympathetic  interpreta- 
tion of  the  meaning  through  well-controlled  voice  and  manner.” 


(34) 


High  School  Course  of  Study. 


35 


Composition : 

Continued,  specific,  and  systematic  instruction  in  grammar  is 
essential.  The  working  principles  should  be  thoroughly  fixed  by 
constant  application  in  composition.  There  should  be  continued 
drill  for  correction  of  the  common  errors  of  speech.  The  student 
should  see  clearly  that  all  rules,  definitions,  and  classifications 
grow  out  of  the  function  of  words  in  expressing  thought. 

Practice  in  composition,  oral  as  well  as  written,  should  extend 
throughout  the  high  school  course.  Subjects  for  this  work  may  be 
taken  from  personal  experience,  general  knowledge,  studies  other 
than  English,  and  from  the  reading  in  literature,  and  should  include 
narration,  description,  exposition,  and  argument.  It  is  of  vital 
importance  that  the  subject  be  of  interest  to  the  student  writing 
upon  it.  Set  exercises  should  be  required  every  week  for  the  first 
three  years  and  a carefully  prepared  paper  at  least  once  a month 
in  the  fourth  year.  Each  student  should  be  taught  to  criticise  his 
own  work  and  to  correct  his  own  errors.  Due  proportion  of  the 
class  time  should  be  devoted  to  the  discussion  of  these  exercises 
and  to  the  explanation  of  the  simpler  rules  for  good  writing.  The 
exercises  should  then  be  rewritten  with  correction  of  errors. 

Literature : 

The  study  of  literature  should  consist  of  reading  and  intensive 
study  in  class  of  selected  works  of  representative  'authors.  The 
aim  in  this  intensive  study  is  expressed  above. 

Besides  the  readings  in  class  each  pupil  should  read  several 
literary  productions  outside  of  class.  The  object  of  such  reading 
should  be  to  give  the  student  a pleasurable  acquaintance  with 
literature  which  can  not  be  taken  in  class,  and  to  encourage  him  to 
continue  such  reading  voluntarily. 

It  is  not  necessary  to  have  each  member  of  a class  read  the  same 
books  in  any  year.  The  books  should  be  selected  with  reference  to 
the  ability  and  past  reading  of  the  individual  student. 

A careful  record  of  each  student's  reading  should  he  filed  each  year 
with  the  'permanent  records  of  the  schools. 

There  are  various  methods  by  which  the  teacher  may  determine 
whether  a pupil  has  done  the  required  outside  reading  conscientiously. 

a.  Oral  report  by  the  individual  pupil  during  which  the 
teacher  can  ask  such  questions  which  will  convince  her  that  the 
pupil  has  thoroughly  read  the  work. 

b.  An  occasional  10  or  15  minute  written  quiz. 

c.  Require  the  pupil  to  write  a composition  on  some  character 
or  incident  of  the  story. 

In  the  course  outlined  by  years  given  below  are  suggested  lists 
of  works  both  for  class  study  and  outside  study. 

Note  I.  The  rhetoric  should  be  completed  in  the  second  year 
of  a two  or  three  year  high  school  course.  The  amount  of  reading 
may  be  proportionately  reduced. 


36 


High  School  Course  of  Study. 


Note  II.  In  a three-year  high  school  course,  the  rhetoric 
having  been  completed  in  the  second  year,  history  of  English  litera- 
ture should  receive  its  proportion  (one-fifth)  of  the  time  in  the  third 
year. 

Note  III.  Figures  following  the  different  subjects  indicate  the 
proportion  of  time  to  be  given  to  each  subject.  They  do  not  mean 
that  in  each  week  so  many  days  are  to  he  given  to  grammar , so  many 
days  to  composition , and  so  many  to  literature.  It  is  perhaps  better 
to  give  consecutive  class  periods  to  one  subject  until  a definite 
portion  is  mastered,  and  then  proceed  similarly  with  another.  Es- 
pecially harmful  is  the  reading  of  a classic  in  small  portions  at  a time 
with  an  interval  of  one  or  two  days  between  the  readings. 

FIRST  YEAR, 

Grammar  C/s)  and  Composition  (V 6): 

Grammar  should  be  thoroughly  mastered.  Composition,  both 
oral  and  written — at  least  one  short  narrative  theme  a week  on  sub- 
jects of  interest,  and  frequent  exercises  in  oral  composition.  Written 
work  should  be  carefully  criticised  and  re-written.  Special  atten- 
tion to  spelling,  punctuation,  and  letter  writing. 

Literature  (2/s): 

For  Study  and  Practice  (select  four) : 

Arnold,  Sohrab  and  Rustum. 

Hawthorne,  Tales  of  the  White  Hills. 

Irving,  Sketch  Book  ( selections ). 

Longfellow,  Tales  of  a Wayside  Inn. 

Lowell,  The  Vision  of  Sir  Launfal. 

Poe,  The  Gold  Bug. 

Scott,  The  Lady  of  the  Lake. 

Stevenson,  Treasure  Island. 

Whittier,  Snow  Bound. 

Tennyson,  Enoch  Arden. 

Dickens,  Christmas  Carol. 

Macaulay,  Lays  of  Ancient  Rome. 

For  Outside  Reading. 

(Select  any  group  of  the  selections  below  in  such  a way  that 
the  sum  of  the  points  which  are  given  after  every  selection  is  equal 
to  twenty.) 

Bible,  Old  Testament  Stories.  (2) 

Cooper,  The  Last  of  the  Mohicans.  (4) 

Dickens,  The  Tale  of  Two  Cities.  (5) 

Kipling,  Kim.  (4) 

Mark  Twain,  Huckleberry  Finn.  (5) 

Poe,  Selected  Tales.  (3) 

Rice,  Mrs.  Wiggs  of  the  Cabbage  Patch.  (3) 

Stevenson,  Kidnapped.  (4) 

Wiggin,  Rebecca  of  Sunnybrook  Farm.  (3) 


High  School  Course  of  Study. 


37 


SECOND  YEAR. 

Composition  and  Rhetoric  (1/2) : 

The  principles  of  rhetoric  should  be  thoroughly  mastered  in  the 
second  and  third  years.  Use  half  of  some  good  text  during  this  year. 
Principles  should  be  developed  and  illustrated  from  composition  and 
literature.  The  literature  will  afford  abundant  material  for  teaching 
viewpoint  and  plan  in  description;  also  setting,  plot,  and  the  de- 
velopment and  delineation  of  character  in  narration. 

Literature  (V2) : 

For  Study  and  Practice  (select  four): 

Coleridge,  The  Ancient  Mariner. 

Goldsmith,  The  Deserted  Village. 

Palgrave,  Golden  Treasury  III  and  I V. 

Scott,  Ivanhoe. 

Shakespeare,  The  Merchant  of  Venice. 

Tennyson,  Gareth  and  Lynette,  and  the  simpler  idylls. 
Thoreau,  The  Succession  of  Forest  Trees. 

Webster,  The  First  Bunker  Hill  Oration,  and  other  addresses. 
For  Outside  Reading: 

(Select  any  group  of  the  selections  below  in  such  a way  that 
the  sum  of  the  points  which  are  given  after  each  selection  is  equal 
to  twenty.) 

Bible,  Esther , Ruth.  (2) 

Blackmore,  Lorna  Doone.  (4) 

Bunyan,  Pilgrim's  Progress.  (4) 

Dickens,  David  Copper  field.  (5) 

Hale,  The  Man  Without  a Country.  (2) 

Kipling,  Captains  Courageous.  (4) 

Mark  Twain,  Prince  and  Pauper.  (5) 

Scott,  Kenilworth.  (5) 

Warner,  Being  a Boy.  (3) 

THIRD  YEAR. 

Composition  and  Rhetoric  (Vs)* 

Principles  of  rhetoric  should  be  completed;  and  considerable 
ability  acquired  in  analysis,  in  outlining,  and  in  organization  of 
complex  material.  A weekly  theme  is  desirable,  but  a biweekly 
theme  corrected  and  discussed  is  better  than  a weekly  theme  that 
the  teacher  does  not  read.  Every  student  should  be  required  to 
write  and  memorize  for  public  delivery  a debate  and  a short  oration. 

Literature  (3/ 6): 

For  Study  and  Practice  (select  five): 

Addison,  The  Sir  Roger  DeCoverly  Papers. 

Browning,  The  Pied  Piper , and  Shorter  Poems. 


38 


High  School  Course  of  Study. 


Eliot,  Silas  Marner. 

Emerson,  Essays. 

Lincoln,  Selections  from  Speeches  and  Letters. 

Macaulay,  Life  of  Johnson. 

Palgrave,  Golden  Treasury  II.  , 

Shakespeare,  Julius  Caesar. 

Stevenson,  Travels  with  a Donkey. 

For  Outside  Reading: 

(Select  any  group  of  the  selections  below  in  such  a way  that 
the  sum  of  the  points  which  are  given  after  each  selection  is  equal 
to  twenty.) 

Bible,  Genesis , Joshua,  Judges.  (3) 

Dana,  Two  Years  Before  the  Mast.  (4) 

Goldsmith,  The  Vicar  of  Wakefield.  (4) 

Hawthorne,  The  House  of  Seven  Gables.  (4) 

Hughes,  Tom  Brown's  School  Days.  (4) 

Scott,  Quentin  Durward.  (5) 

Seton,  The  Trail  of  the  Sandhill  Stag.  (2) 

Shakespeare,  A Midsummer  Night's  Dream.  (3) 
Stevenson,  Dr.  Jekyll  and  Mr.  Hyde.  (3) 

FOURTH  YEAR. 

Composition  (Vs): 

Interest  in  composition  should  be  sustained.  The  class  should 
be  held  strictly  responsible  for  the  principles  of  grammar  necessary 
for  proper  interpretation  of  the  literature,  and  for  the  correct  use 
of  good  English.  Argumentation  should  include  briefing,  the  clear 
statement  of  a question,  the  development  of  proof,  summaries  of 
proof,  etc.  Every  possible  opportunity  should  be  given  for  original 
papers  to  be  read  and  to  be  delivered  from  memory. 

History  of  Literature  (Vs): 

Use  some  good  text  on  the  history  of  English  literature,  to  give 
a general  view  of  the  subject.  The  text  should  be  concise  and  brief 
so  that  most  of  the  time  may  be  devoted  to  the  literature  itself. 

Literature  (3/s): 

For  Study  and  Practice  (select  five) : 

Burke,  Speech  on  Conciliation. 

Carlyle,  Essay  on  Burns. 

DeQuincey,  English  Mail  Coach. 

Milton,  L'  Allegro  and  II  Pensoroso. 

Palgrave,  Golden  Treasury  I. 

Ruskin,  Sesame  and  Lilies. 

Shakespeare,  Macbeth. 

Tennyson,  The  Idylls  of  the  King. 

Washington,  Farewell  Address, 


High  School  Course  of  Study. 


39 


For  Outside  Reading: 

(Select  any  group  of  the  selections  below  in  such  a way  that 
- the  sum  of  the  points  which  are  given  after  each  selection  is  equal 
to  twenty.) 

Austen,  Pride' and  Prejudice.  (3) 

Eggleston,  The  Hoosier  Schoolmaster.  (2) 

Eliot,  Romola.  (5) 

Holmes,  The  Autocrat  of  the  Breakfast  Table.  (4) 

Kingsley,  Westward  Ho!  (5) 

Parkman,  The  Oregon  Trail.  (4) 

Shakespeare,  As  You  Like  It.  (3) 

Wright,  The  Shepherd  of  the  Hills.  (3) 

-Van  Dyke,  The  Blue  Flower.  (2) 

For  library  equipment  see  pages  119-126. 

COLLEGE  ENTRANCE  REQUIREMENTS  IN  ENGLISH: 

Below  is  appended  the  list  of  College  Entrance  Requirements 
in  English  for  1915-1919.  Should  more  masterpieces  either  for 
critical  study  or  for  outside  reading  be  needed,  they  should  be 
chosen  from  this  list.  Moreover,  the  teacher  should  feel  free  to 
substitute  pieces  from  this  list  for  those  in  the  outline  above.  The 
book  substituted  should  be  of  equal  rank  and  of  similar  literary 
qualities. 

FOR  READING. 

The  aim  of  this  course  is  to  foster  in  the  student  the  habit  of  intelligent 
reading  and  to  develop  a taste  for  good  literature,  by  giving  him  a first-hand 
knowledge  of  some  of  its  best  specimens.  He  should  read  the  books  carefully, 
but  his  attention  should  not  be  so  fixed  upon  details  that  he  fails  to  appreciate 
the  main  purpose  and  charm  of  what  he  reads. 

With  a view  to  large  freedom  of  choice,  the  books  provided  for  reading 
are  arranged  in  the  following  groups,  from  each  of  which  at  least  two  selections 
are  to  be  made,  except  as  otherwise  provided  under  Group  I. 

Group  I.  Classics  in  Translation.  The  Old  Testament,  comprising  at 
least  the  chief  narrative  episodes  in  Genesis,  Exodus,  Joshua,  Judges,  Samuel, 
Kings,  and  Daniel,  together  with  the  books  of  Ruth  and  Esther;  the  Odyssey, 
with  the  omission,  if  desired,  of  Books  I,  II,  III,  IV,  V,  XV,  XVI,  XVII; 
the  Iliad,  with  the  omission,  if  desired,  of  Books  XI,  XIII,  XIV,  XV,  XVII, 
XXI;  Virgil’s  Aeneid.  The  Odyssey,  Iliad,  and  Aeneid  should  be  read  in 
English  translations  of  recognized  literary  excellence. 

For  any  selection  from  this  group  a selection  from  any  other  group  may 
be  substituted. 

Group  II.  Shakespeare.  Midsummer  Night’s  Bream,  Merchant  of  Venice, 
As  You  Like  It,  Twelfth  Night,  The  Tempest,  Romeo  and  Juliet,  King  John, 
Richard  II,  Richard  III,  Henry  V,  and  Coriolanus;  and,  if  not  chosen  for  study, 
Julius  Caesar,  Macbeth,  and  Hamlet. 

Group  III.  Prose  Fiction.  Malory:  Morte  d’  Arthur  (about  100  pages). 
Bunyan:  Pilgrim’s  Progress,  Part  I.  Swift:  Gulliver's  Travels  (voyages  to 
Lilliput  and  to  Brobdingnag).  Defoe:  Robinson  Crusoe,  Part  I.  Gold- 
smith: Vicar  of  Wakefield.  Frances  Burney:  Evelina.  Scott’s  novels:  any 
one.  Jane  Austen’s  novels:  any  one.  Maria  Edgeworth:  Castle  Rackrent,  or 
The  Absentee.  Dickens’s  novels:  any  one.  Thackeray’s  novels:  any  one. 
George  Eliot’s  novels:  any  one.  Mrs.  Gaskell:  Cranford.  Kingsley:  West- 
ward Ho!  or  Hereward,  the  Wake.  Reade:  The  Cloister  and  the  Hearth.  Black- 
piore:  Lorna  Boone.  Hughes:  Tom  Brown's  Schooldays.  Stevenson:  Treasure 


40 


High  School  Course  of  Study. 


r 


Island,  or  Kidnapped,  or  Master  of  Ballantrae.  Cooper’s  novels:  any  one. 

Poe:  selected  tales.  Hawthorne:  The  House  of  Seven  Gables,  or  Twice  Told 
Tales,  or  Mosses  from  an  Old  Manse.  A collection  of  short  stories  by  various 
standard  writers. 

Group  IY.  Essays,  biography,  etc.  Addison  and  Steele:  The  Sir  Roger 
de  Coverly  Papers,  or  selections  from  the  Taller  and  Spectator  (about  200  pages). 

Boswell:  selections  from  the  Life  of  Johnson  (about  200  pages).  Franklin: 

Autobiography.  Irving:  selections  from  The  Sketch  Book  (about  200  pages),  or 
Life  of  Goldsmith.  Southey:  Life  of  Nelson.  Lamb:  selections  from  the  Essays 
of  Elia  (about  100  pages).  Lockhart:  selections  from  the  Life  of  Scott  (about 
200  pages).  Thackeray:  lectures  on  Swift,  Addison,  and  Steele  in  the  English 
Humorists.  Macaulay:  any  one  of  the  following  essays — Lord  Clive,  Warren 
Hastings,  Milton,  Addison,  Goldsmith,  Frederick  the  Great,  Madame  d ’ Arblay. 

Trevelyan:  selections  from  the  Life  of  Macaulay  (about  200  pages).  Ruskin: 

Sesame  and  Lilies,  or  selections  (about  150  pages).  Dana:  Two  Years  Before 
the  Mast.  Lincoln:  selections,  including  at  least  the  two  Inaugurals,  the 
Speeches  in  Independence  Hall  and  at  Gettysburg,  the  Last  Public  Address, 
the  Letter  to  Horace  Greeley,  together  with  a brief  memoir  or  estimate  of 
Lincoln.  Parkman:  The  Oregon  Trail.  Thoreau:  Walden.  Lowell:  selected 
essays  (about  150  pages).  Holmes:  The  Autocrat  of  the  Breakfast  Table. 

Stevenson:  An  Inland  Voyage  and  Travels  with  a Donkey.  Huxley:  Auto- 
biography and  selections  from  Lay  Sermons,  including  the  addresses  on  Im- 
proving Natural  Knowledge,  A Liberal  Education,  and  A Piece  of  Chalk.  A 
collection  of  essays  by  Bacon,  Lamb,  De  Quincey,  Hazlitt,  Emerson,  and  later 
writers.  A collection  of  letters  by  various  standard  writers. 

Group  Y.  Poetry.  Palgrave’s  Golden  Treasury  (First  Series) : Books  f 

II  and  III,  with  special  attention  to  Dryden,  Collins,  Gray,  Cowper,  and  Biirns. 

Palgrave’s  Golden  Treasury  (First  Series),  Book  IV,  with  special  attention  to 
Wordsworth,  Keats,  and  Shelley  (if  not  chosen  for  class  study).  Goldsmith: 

The  Traveller  and  The  Deserted  Village.  Pope:  The  Rape  of  the  Lock.  A col- 
lection of  English  and  Scottish  ballads,  as,  for  example,  some  Robin  Hood 
ballads,  The  Battle  of  Otterburn,  King  Estmere,  Young  Beichan,  Bewick  and 
Grahame,  Sir  Patrick  Spens,  and  a selection  from  later  ballads.  Coleridge: 

The  Ancient  Mariner,  Christabel,  and  Kubla  Khan.  Byron:  Childe  Harold, 

Canto  III  or  IV,  and  The  Prisoner  of  Chillon.  Scott:  The  Lady  of  the  Lake, 
or  Marmion.  Macaulay:  The  Lays  of  Ancient  Rome,  The  Battle  of  Naseby. 

The  Armada,  Ivry.  Tennyson:  The  Princess,  or  Gareth  and  Lynette,  Lancelot 
and  Elaine,  and  Passing  of  Arthur.  Browning:  Cavalier  Tunes,  The  Lost  Leader, 

How  They  Brought  the  Good  News  from  Ghent  to  Aix,  Home  Thoughts  from 
Abroad,  Home  Thoughts  from  the  Sea,  Incident  of  the  French  Camp,  Hene  Riel 
Pheidippides,  My  Last  Duchess,  Up  at  a Villa — Down  in  the  City,  The  Italian 
in  England,  The  Patriot,  The  Pied  Piper,  De  Gustibus — , Instans  Tyrannus. 

Arnold:  Sohrab  and  Ruslum,  and  The  Forsaken  Merman.  Selections  from 
American  poetry,  with  special  attention  to  Poe,  Lowell,  Longfellow,  and 
Whittier. 


FOR  STUDY. 

This  part  of  the  requirements  is  intended  as  a natural  and  logical  con- 
tinuation of  the  student’s  earlier  reading,  with  greater  stress  laid  upon  form  and 
style,  the  exact  meaning  of  words  and  phrases,  and  the  understanding  of 
allusions.  The  books  provided  for  study  are  arranged  in  four  groups,  from  each 
of  which  one  selection  is  to  be  made. 

Group  I.  Drama.  Shakespeare:  Julius  Caesar,  Macbeth'  Hamlet. 

Group  II.  Poetry.  Milton:  L’ Allegro,  II  Penseroso,  and  either  Comus 
or  Lycidas.  Tennyson:  The  Coming  of  Arthur,  The  Holy  Grail,  and  The  Passing 
of  Arthur.  The  selections  from  Wordsworth,  Keats,  and  Shelley  in  Book  IV 
of  Palgrave’s  Golden  Treasury  (First  Series). 

Group  III.  Oratory.  Burke:  Speech  on  Conciliation  with  America. 
Macaulay’s  Speech  on  Copyright  and  Lincoln’s  Speech  at  Cooper  Union . 
Washington’s  Farewell  Address  and  Webster’s  First  Bunker  Hill  Oration. 

Group  IV.  Essays.  Carlyle:  Essay  on  Burns,  with  a selection  from 
Burns’s  Poems.  Macaulay:  Life  of  Johnson.  Emerson:  Essay  ~on  Manners. 


High  School  Course  of  Study. 


41 


MATHEMATICS. 

Four  units  may  be  offered. 

The  following  suggestions  are  offered  for  arrangement  of  courses: 

(a)  For  two  year  high  schools  three  arrangements  are  possible: 
(1)  one  year  of  algebra  followed  by  a year  of  plane  geometry,  (2)  a 
year  and  a half  of  algebra  followed  by  one-half  year  of  advanced 
arithmetic,  or  (3)  two  years  of  algebra. 

Note — In  a three  or  four-year  high  school  only  a year  and  a half 
of  elementary  algebra  will  be  accredited.  The  first  year's  work  must  be 
algebra  in  all  cases. 

(b)  For  three-year  high  schools  the  following  arrangements  are 
possible:  (1)  a year  and  a half  of  algebra,  and  one  year  of  plane 
geometry  followed  by  advanced  arithmetic,  advanced  algebra  or 
solid  geometry,  (2)  one  year  of  algebra,  one  year  of  plane  geometry, 
and  another  half  year  of  algebra  followed  by  advanced  arithmetic, 
advanced  algebra  or  solid  geometry. 

(c)  For  four-year  high  schools  several  arrangements  are  possible. 
See  the  table  of  maximum  and  minimum  number  of  units  following 
the  outline  of  the  course  of  study  for  first  class  high  schools,  page  24. 

In  the  matter  of  course  content  the  following  suggestions  are 
offered: 

ELEMENTARY  ALGEBRA. 

One  unit. 

This  unit  in  algebra  should  include  the  topics  usually  presented 
up  to  and  including  the  solution  of  quadratic  equations  by  factoring. 

To  cover  this  amount  of  subject  matter  requires  certain  modifi- 
cations and  omissions  as  follows: 

a.  The  four  fundamental  operations  may  be  carried  out  only 
on  arithmetical  numbers  and  on  algebraic  expressions  not  longer 
than  trinomials. 

b.  Factoring  should  be  limited  to  the  standard  type  forms. 

c.  Complicated  complex  fracti'ons  may  be  omitted.  The  inter- 
pretation of  the  rules  of  arithmetic  in  algebraic  symbols  with  a re- 
view of  arithmetical  problems  should  be  stressed. 

d.  Square  root  should  be  limited  to  square  roots  of  arithmetical 
numbers,  monomials,  and  the  squares  of  binomials,  and  cube  root 
may  be  limited  to  arithmetical  numbers  and  monomials.  This 
should  be  accompanied  by  explicit  numerical  calculations,  applica- 
tions to  mensuration,  and  if  possible,  the  construction  and  use  of 
small  tables  of  squares  and  square  roots. 

e.  Exponents  may  be  limited  to  positive  integral  exponents 
below  10,  but  should  include  such  illustrations  as  arise  in  the  men- 
suration formulas  of  geometry. 

f.  The  chief  aim  in  the  teaching  of  one  unit  of  algebra  should  be 
the  thorough  mastery  of  the  linear  equation  in  one  unknown  and  a 


42  High  School  Course  of  Study. 


thorough  application  of  it  in  the  solution  of  practical  problems.  As 
great  a variety  of  practical  problems  of  the  usual  types  as  is  possible 
and  practical  problems  of  arithmetic  by  algebraic  methods  should 
be  given. 

g.  After  the  linear  equation  in  one  unknown  is  mastered, 
simultaneous  linear  equations  in  two  unknowns  should  be  studied. 
Limit  the  solution  to  one  method.  Apply  in  a variety  of  practical- 
problems. 

h.  Quadratic  equations  may  be  limited  to  the  solution  of 
numerical  examples  by  factoring,  but  should  include  numerous 
problems  stated  in  English,  and  such  applications  as  geometry 
affords,  including  the  Pythagorean  theorem,  or  those  dependent  on 
the  falling  body  formulas. 

i.  Graphical  processes  should  begin  with  graphical  representa- 
tions of  quantities  by  straight  lines,  circles,  or  other  areas,  as  in 
representations  of  statistics.  They  should  include,  also,  the  repre- 
sentation of  negative  quantities,  with  such  illustrations  as  are 
afforded  by  the  thermometer.  Special  emphasis  should  be  laid  on 
graphing  in  the  study  of  linear  equations  of  two  unknown  quantities. 

ELEMENTARY  ALGEBRA. 

One  and  one-half  units. 

Complete  the  elements  of  algebra,  including  the  above  and  also 
the  following:  the  solution  of  quadratic  equations  by  completing 
the  square,  with  emphasis  only  on  those  examples  where  the  roots 
are  real;  simultaneous  quadratics  only  in  a few  simple  examples  that 
can  readily  be  illustrated  by  graphs,  with  emphasis  only  on  the  bases 
where  one  equation  is  linear;  the  binomial  theorem  for  positive 
integral  exponents,  with  emphasis  only  on  the  cases  where  the 
exponent  is  less  than  five;  ratio  and  proportion  only  in  the  sense  of 
fractional  equations,  including,  however,  graphical  representation 
of  two  variable  quantities,  one  of  which  is  proportional  to  the  other; 
arithmetic  and  geometric  progression  in  the  usual  sense;  practical 
use  of  logarithms  restricted  to  the  base  10,  and  emphasizing  the  use 
of  a table;  fractional  and  negative  exponents  with  special  reference 
to  logarithms,  accompanied,  if  possible,  by  the  practical  use  of  the 
slide  rule;  and  those  practical  problems  in  which  quantities  raised 
to  fractional  powers  occur. 

ELEMENTARY  ALGEBRA. 

Two  units. 

Two-year  high  schools  may  give  only  algebra  and  spend  the 
two  years  on  the  subject.  In  such  cases  a strong  high  school  text 
should  be  selected  and  the  work  of  the  text  should  be  completed. 
More  work  than  is  outlined  above  can  be  done  in  the  two  years.  A 
more  extended  study  of  imaginary  quantities,  the  binomial  theorem, 
and  quadratic  equations  with  one  and  two  unknowns  can  be  given. 
Graphical  work  on  quadratics  should  be  emphasized.  Roots  of 


High  School  Course  of  Study. 


43 


equations  and  their  relations  thoroughly  mastered.  Some  work  on 
progressions  and  variations  can  be  given.  Study  the  function. 
Make  graphs  of  problems  in  variation. 

PLANE  GEOMETRY. 

One  unit. 

A unit  in  geometry  should  embrace  all  that  is  usually  found  in 
a modern  text  on  this  subject,  with  the  omissions  of  the  theory  of 
limits,  the  incommensurable  cases,  maxima  and  minima,  and  a few 
others  which  have  neither  a practical  nor  an  educational  value. 
Special  stress  should  be  laid  on  the  more  basic  theorems  and  these 
should  be  considered  in  groups.  Logical  reasoning,  accurate  ex- 
pression and  independence  of  thought  should  be  emphasized  at  the 
outset.  With  a thorough  conception  of  the  axioms  and  definitions 
as  the  bases  for  geometrical  reasoning,  the  pupils,  with  wise  direction 
by  the  teacher,  should  be  able  to  make  much  of  the  work  original 
with  but  little,  if  any,  use  of  the  text.  The  committing  of  demon- 
strations to  memory  has  no  educationaj  value,  and  therefore  every 
precaution  should  be  taken  to  avoid  this  common  mistake.  When- 
ever possible,  applications  of  arithmetic  and  algebra  to  geometry 
and  of  geometry  to  arithmetic  and  algebra  should  be  made. 
Wherever  manual  training  is  taught,  geometry  should  be  correlated 
with  it  as  much  as  possible.  The  work  should  be  made  as  concrete 
as  possible  so  that  every  phase  of  the  subject  may  be  understood  in 
its  practical  relations.  Original  demonstrations  should  form  an 
important  part  of  the  work.  It  is  recommended  that  informal 
proofs  be  accepted  for  some  of  the  most  obvious  theorems,  and  that 
the  notion  of  a strictly  logical  proof  be  developed  gradually  as  the 
student  can  be  led  to  see  the  need  for  such  proof.  A specially 
favorable  opportunity  to  make  geometry  seem  of  real  value  to  the 
student  consists  in  the  application  of  the  theorems  on  similar 
triangles  to  the  graphical  solution  of  triangles  by  drawing  them  to 
scale  and  measuring  the  unknown  parts  with  ruler  and  protractor. 
In  this  connection,  the  simplest  notions  of  trigonometry  may  be 
introduced  with  profit. 


ADVANCED  ARITHMETIC. 

One-half  unit. 

a.  Advanced  arithmetic  may  he  taught  in  the  second  year  of  a 
two-year  high  school.  It  will  not  he  approved  in  a three  or  four-year 
high  school  unless  it  is  given  after  the  completion  of  the  elementary 
courses  in  algebra  and  plane  geometry. 

b.  Some  advanced  text  on  arithmetic  should  be  used.  A regular 
eighth  grade  text  is  not  satisfactory , nor  is  the  average  commercial 
arithmetic  suitable  for  this  course. 

This  work  in  arithmetic  should  not  be  divorced  from  algebra 
and  geometry.  Rather  the  use  of  principles  of  algebra  and  geometry 
should  be  encouraged,  so  that  the  whole  point  of  view  in  this  course 


44 


High  School  Course  of  Study. 


can  be  made  more  mature  and  more  general  than  the  elementary 
course  in  arithmetic  in  the  graded  school.  On  the  other  hand, 
algebraic  and  geometric  work  should  be  done  only  as  it  is  really 
valuable.  Extended  variety  of  topics  is  by  no  means  so  desirable 
as  a careful  study  of  the  meaning  of  the  simpler  and  more  funda- 
mental processes  of  arithmetic  together  with  application  to  prob- 
lems drawn  as  widely  as  possible  from  geometry,  physics,  mensura- 
tion, business  and  other  subjects  with  which  the  student  is  already 
familiar. 

Topics  deserving  special  attention  are  the  following: 

The  fundamental  processes  on  fractions  should  be  accompanied 
by  a statement  of  the  general  principles  in  algebraic  form.  Per- 
centage should  be  clearly  shown  to  be  a special  case,  of  fractions, 
and  its  general  principles  should  be  presented  in  algebraic  formula- 
tion. 

Square  root  should  be  accompanied  by  practical  computation 
emphasizing  its  applications  in  mensuration;  and  the  student  should 
be  encouraged  to  use  tables  of  squares,  square  roots,  cubes  and  cube 
roots,  if  such  tables  are  available. 

Practical  problems  that  involve  the  use  of  actual  plans  of  houses 
and  diagrams  of  machinery,  which  can  be  obtained  freely  from  firms 
of  architects  and  firms  of  machinery  manufacturers,  should  be  used, 
if  possible. 

Business  forms  should  include  forms  of  checks,  notes,  drafts, 
etc.  Special  attention  is  called  to  the  value  of  a study  of  interest 
tables,  insurance  rate  books,  tables  of  freight  rates,  postal  rates,  etc. 

For  reference,  as  a source  of  material  for  problems,  and  on 
account  of  useful  tables  they  contain,  the  library  should  be  supplied 
with  at  least  one  standard  engineers’  handbook,  and  with  such  a 
book  as  the  New  York  World  Almanac.  Some  such  material  is 
available  also  in  large  encyclopedias. 

The  high  school  should  own  also  at  least  one  standard  slide  rule 
of  not  less  than  8 inches  in  length,  and  a protractor.  The  laboratory 
of  physics  may  supply  such  instruments  as  the  vernier  caliper, 
whose  use  should  be  made  clear  in  this  course,  even  if  the  student 
has  had  no  laboratory  work. 

An  effort  should  be  made  to  explain  other  mathematical  instru- 
ments in  commercial  use,  such  as  water  meters,  light  meters,  cy- 
clometers, adding  machines;  and  samples  of  such  devices  should  be 
added  to  the  equipment  of  the  school  as  opportunity  affords. 

ADVANCED  ALGEBRA. 

One-half  unit. 

This  half  unit  may  not  be  given  in  a two-year  high  school  and 
will  not  be  approved  in  a three  or  four-year  high  school  unless  it  is 
given  after  the  completion  of  the  elementary  course  in  algebra  and , plane 
geometry. 

The  course  should  follow  the  general  spirit  of  the  courses  out- 
lined above,  but  it  should  cover  the  more  technical  phases  of  algebra 
omitted  in  what  precedes.  Thus  factoring  should  be  extended  to 


High  School  Course  of  Study. 


45 


such  forms  as  the  sum  of  the  nth  powers  of  two  quantities  (Xn  + Yn), 
the  factor  theorem  and  the  remainder  theorem. 

The  technique  of  the  four  fundamental  operations  and  fractions 
should  be  improved  by  considerable  drill  work,  using  polynomials 
of  greater  length,  and  literal  coefficients.  The  work  in  linear 
equations  should  include  three  equations  in  three  unknowns;  the 
work  in  quadratic  equations  should  include  the  properties  of  the 

roots  of  quadratics  and  the  solution  of  the  simpler  cases  of  simul- 

taneous quadratics. 

The  work  in  exponents  should  cover  operations  with  literal 

exponents  and  the  theory  of  logarithms  to  any  base.  The  course 

should  cover  also  the  solution  of  equations  of  higher  degree  by  graph- 
ical methods,  and  the  general  case  of  the  biennial  theorem  for  positive 
integral  exponents,  together  with  other  simple  cases  of  algebraic 
induction. 

Any  standard  high  school  text  not  intended  principally  for 
first  year  work  will  include  these  topics,  but  scarcely  any  omission 
can  be  made  in  the  usual  book  if  two  units  are  to  be  approved. 

SOLID  GEOMETRY. 

One-half  unit. 

The  work  in  solid  geometry  should  cover  a full  half  year’s  work. 
The  logical  side  of  the  work  may  be  somewhat  subordinated,  thor- 
oughly emphasizing  the  question  of  space  intuition  and  the  more 
important  mensuration  formulas.  The  student’s  space  conception 
may  well  be  aided  by  the  construction  and  study  of  models,  and  by 
the  experimental  verification  of  formulas. 

TRIGONOMETRY. 

One-half  unit. 

This  is  supposed  to  cover  a half  year’s  work.  The  ability  to 
solve  a right  triangle  and  any  oblique  triangle  by  dividing  it  into 
right  triangles  without  using  logarithms  should  be  emphasized  above 
everything  else.  The  ability  to  read  tables,  to  interpolate  properly, 
and  the  ability  to  use  tables  of  any  kind  that  may  be  presented,  is 
very  important.  The  knowledge  of  logarithms  and  logarithmic 
methods  of  solution  is  of  importance  only  secondary  to  the  things 
mentioned  above.  Such  other  topics,  as  the  formulas  involving 
two  angles,  should  be  treated  at  least  briefly. 

For  library  equipment , see  page  126. 


46 


High  School  Course  of  Study. 


HISTORY. 

Four  units  may  be  offered. 

A study  of  history  should  develop  in  the  student  a knowledge 
of  historical  unity  and  growth.  To  accomplish  this,  chronological 
sequence  should  be  an  important  factor  in  determining  the  arrange- 
ment of  courses.  However,  in  all  the  better  grade  and  rural  schools, 
children  are  given  some  acquaintance  with  general  history  through 
story  and  biography,  and  it  is  not  essential  that  every  high  school 
student  shall  pursue  courses  in  all  fields.  Suggestions  are  accordingly 
for  four  years,  three  years,  and  two  years  of  history.  The  last  named 
plan,  while  not  recommended  for  first  and  second  class  high 
schools,  is  all  that  may  be  given  in  two  year  high  schools. 

A.  Four  year  course: 

(1)  Ancient  history,  (2)  mediaeval  and  modern  history,  (3) 
English  history,  (4)  American  history.  The  fourth  year  may  also 
consist  of  half  a unit  of  American  history  followed  by  half  a unit 
of  civics. 

B.  Three  year  courses: 

a.  (1)  Ancient  history,  (2)  mediaeval  and  modern  history, 
(3)  American  or  English  history.  In  the  third  year  a half  unit  of 
American  history  may  be  taught  followed  by  a half  unit  of  civics. 

b.  (1)  European  history  I (including  history  of  Greece  and 
Rome  and  the  greater  part  of  mediaeval  history),  (2)  European 
history  II  (latter  part  of  mediaeval  and  modern  history  with  special 
stress  on  history  of  England),  (3)  American  history. 

C.  Two  year  courses: 

a.  (1)  Ancient  history,  (2)  Mediaeval  and  modern  history. 

b.  (1)  European  history  I,  (2)  European  history  II. 

c.  (1)  General  history,  (2)  American  history. 

d.  (1)  Ancient,  (2)  English  or  American  history. 

Reference  reading.  The  use  of  the  reference  library  in  history 
should  receive  careful  attention  on  the  part  of  the  teachers. 
Much  of  the  so-called  reference  reading  as  conducted  in  many  schools 
now  is  of  comparatively  little  value. 

1.  There  should  be  duplicate  copies  of  important  reference 
books  in  every  history  course.  At  least  one  book  for  every  four 
pupils  is  recommended. 

2.  In  every  problem  or  topic  assigned  the  subject  matter  of 
the  text  should  be  supplemented  by  definite  page  assignments  in 
the  library  reference  books. 

In  addition  to  this,  reports  should  be  required  of  the  individual 
pupils  on  special  phases  of  the  problem  or  topic  assigned. 


High  School  Course  of  Study. 


47 


ANCIENT  HISTORY. 

The  completion  of  a careful  and  thorough  course  of  study  ex- 
tending over  one  entire  school  year  in  ancient  Oriental,  Greek,  and 
Roman  history.  A standard  high  school  textbook  should  be  used. 

MEDIAEVAL  AND  MODERN  HISTORY. 

A year’s  study  of  the  history  of  the  European  nations  and  their 
development  and  institutions  from  the  period  of  the  Germanic  in- 
vasions to  the  close  of  the  nineteenth  century.  The  course  should 
be  based  on  a standard  high  school  textbook. 

ENGLISH  HISTORY. 

A thorough  study  of  English  political,  governmental,  economic 
and  social  history  extending  through  one  full  year  and  based  on 
any  standard  textbook. 

AMERICAN  HISTORY. 

This  course  should  embrace  a year  of  advanced  work  in  American 
political,  social  and  institutional  history  with  special  reference  to 
the  period  since  1760.  A standard  high  school  textbook  should  be 
used.  The  American  history  should  follow  the  other  histofy  work 
done  by  the  student. 

EUROPEAN  HISTORY  I. 

The  unit  in  European  History  I should  include  the  history 
of  the  Orient,  of  Greece  and  Rome  and  mediaeval  history,  probably 
to  the  close  of  the  period  of  the  Reformation.  To  cover  all  this 
ground  will  require  a departure  from  the  traditional  treatment  of 
that  part  commonly  known  as  ancient  history.  Less  stress  should 
be  given  to  and  less  time  spent  on  the  political  side  of  ancient 
history  and  the  study  should  stress  mainly  those  matters  which 
had  the  greatest  bearing  and  influence  on  subsequent  history. 

EUROPEAN  HISTORY  II. 

This  unit  should  complete  mediaeval  history  from  the  point 
where  it  is  left  in  European  History  I.  The  bulk  of  the  work  there- 
fore is  in  what  is  commonly  called  modern  history.  In  this  part 
special  stress  should  be  laid  on  the  history  of  England  and  the  unit 
should  include  contemporary  history. 

Note — What  is  known  as  the  three-year  course  in  history — 
two  units  in  European  History,  followed  by  a unit  in  American 
history — has  been  introduced  in  several  four-year  high  schools  in 
the  state.  The  three  units  of  history  are  then  followed  by  two  of 
the  following  half-units  in  the  fourth  year:  civics,  economics,  so- 
ciology. Several  of  the  larger  book  companies  have  now  books  on 
the  market  covering  approximately  the  ground  for  either  the  first 
unit  or  second  unit  or  both  units  in  European  History  as  outlined 
above. 


48 


High  School  Course  of  Study. 


GENERAL  HISTORY. 

The  unit  in  General  History  may  be  given  only  in  third  class 
high  schools  when  followed  by  American  History.  The  work 
should  be  based  on  some  one  of  the  standard  high  school  texts. 

For  library  equipment  see  pages  127-141- 

AMERICAN  (CIVIL)  GOVERNMENT. 

One-half  unit  may  be  offered. 

Systematic  instruction  in  American  government  should  be 
postponed  to  the  two  last  years  of  the  course.  There  is  a distinct 
advantage  in  this  plan.  If  given  in  the  earlier  years  the  work  would 
be  largely  a review  of  what  had  been  done  in  the  last  year  of  the 
elementary  school.  Still  more  important  is  the  consideration  that 
the  junior  and  senior  is  a much  better  subject  for  such  instruction 
than  are  students  in  the  first  and  second  years.  He  will  be  much 
more  appreciative  of  the  spirit  and  content  of  the  course. 

American  government  should  be  given  as  a distinct  course  and 
not  as  part  of  the  work  in  American  history.  History,  however, 
is  so  essential  to  good  results  in  the  teaching  of  government  that 
credit  will  not  be  given  for  work  in  American  government  unless  it 
is  preceded  by  at  least  one-half  year’s  work  in  American  history. 
The  best  plan  is  to  offer  American  government  in  the  second  half 
of  the  senior  year  following  American  history  in  the  first  half  of 
such  year.  It  is  recommended,  moreover,  that  during  the  earlier 
years  of  the  course  much  incidental  instruction  in  American  govern- 
ment should  accompany  the  work  in  History.  Emphasis  should  be 
placed  upon  historical  development  of  political  institutions  in  order 
that  the  pupil  may  be  brought  to  an  understanding  of  what  may 
otherwise  appear  arbitrary  and  irrational. 

The  course  should  begin  with  a study  of  local  government. 
The  student  can  be  made  to  understand  local  institutions  much 
more  readily  than  those  of  the  state  or  nation,  since  the  former 
come  within  the  range  of  his  personal  experience.  The  city  will 
furnish  the  best  and  most  numerous  illustrations  of  this  character. 
It  will  be  relatively  an  easy  matter  to  excite  the  curiosity  and  arouse 
the  interest  of  the  pupil  in  governmental  organs  which  he  can  see 
and  whose  activities  are  brought  home  to  him.  In  this  way  he  will 
receive  a real  training  in  citizenship.  From  the  institutions  of  the 
city  it  will  be  possible  to  proceed  in  like  manner  to  those  of  the 
county,  state  and  nation. 

The  student’s  interest  in  the  work  can  be  retained  and  height- 
ened by  visits  to  places  which  have  to  do  with  governmental  activities. 
The  city  hall,  public  water  and  lighting  plants,  the  public  library, 
postoffice,  the  school  itself — all  will  furnish  excellent  means  for 
illustrating  the  work  in  American  government.  The  pupil  should 
be  encouraged  to  study  the  government  of  his  city  and  make  reports 
upon  various  phases  of  its  organization  and  work,  e.  g.,  the  mayor, 
city  clerk,  street  improvement  and  lighting.  The  work  in  American 


High  School  Course  of  Study.  49 


government  may  also  be  supplemented  by  having  debating  societies 
discuss  questions  of  civic  interest. 

A good  textbook  is  desirable.  In  many  cases  its  arrangement 
may  not  correspond  to  the  above  plan,  but  it  will  be  possible  to 
take  up  the  parts  of  the  text  in  a different  order  from  that  in  which 
they  are  presented.  The  textbook  must  be  largely  supplemented  by 
the  teacher  and  by  collateral  reading  and  reference  work.  A small 
reference  library  is  essential. 

For  library  equipment , see  pages  142-144- 

ECONOMICS. 

One-half  unit  may  be  offered. 

The  course  in  economics  should  not  be  given  before  the  third 
or  fourth  year  in  the  high  school.  The  object  of  the  course  should 
be  to  create  an  interest  in  the  more  general  economic  laws.  So  far 
as  possible  the  work  should  be  connected  with  problems  and  ques- 
tions which  are  of  importance  in  our  national  life  at  the  present 
time.  Questions  such  as  the  tariff,  single  tax,  immigration,  capital 
and  labor  and  similar  problems,  where  there  is  much  disagreement 
and  bias,  should  be  carefully  analyzed.  Magazine  articles  by  our 
standard  writers  can  be  used  to  good  advantage.  Debating  may 
serve  a good  purpose  if  properly  handled.  Care  should  be  taken 
that  questions  are  carefully  worked  out  and  that  arguments  have 
an  economic  importance.  Throughout  the  course  emphasis  should 
be  placed  on  those  principles  which  are  accepted  as  axiomatic  and 
their  bearing  on  our  economic  life  of  today. 

The  following  are  among  the  topics  which  should  be  considered: 

The  factors  of  production;  capital  and  labor;  division  of  labor; 
law  of  diminishing  returns;  marginal  utility;  cost  of  production; 
transportation;  demand  and  supply;  trusts  and  monopolies;  social- 
ism; money  and  credit;  interest;  rent;  price;  value;  single  standard; 
bimetalism;  taxation;  The  Federal  Reserve  Bank  Act. 

For  library  equipment , see  page  144 - 

SOCIOLOGY. 

One-half  unit  may  be  offered. 

Good  citizenship  should  be  the  aim  of  a course  in  sociology. 
More  intelligent  understanding  of  civic  and  social  problems  should 
result  from  a well-guided  study  of  such  topics  as  growth  of  popula- 
tion; immigration;  city  problems;  housing  and  homes;  community 
health;  poverty  and  care  of  the  poor;  crime  and  reform,  and  the 
negro  problem.  Current  problems  should  have  some  consideration 
in  the  course.  Magazine  articles  by  our  standard  writers  on  social 
problems  now  before  the  public  should  be  used.  Pupils  should  not 
be  admitted  to  the  course  unless  they  are  mature  enough  to  appre- 
ciate the  problems  and  their  bearing  on  our  social  life.  In  general 
the  work  should  not  be  taken  by  pupils  below  the  fourth  year  of 
the  high  school.  Sociology  should  not  be  offered  unless  the  teacher 
has  had  thorough  training,  and  has  sufficient  maturity  of  judg- 
S— 4 


50 


High  School  Course  of  Study. 


ment  to  insure  the  proper  attitude  of  mind  on  the  part  of  the 
pupils.  The  required  library  should  be  secured.  A standard  text 
such  as  Ellwood’s  “ Sociology  and  Modern  Social  Problems or 
Towne’s  Social  Problems , should  serve  as  a basis  for  the  work. 

For  library  equipment,  see  pages  1 {^-1^5. 

LATIN. 

Four  units  may  be  offered. 

Each  year  of  Latin  should  be  taught  so  that  the  student  receives 
the  maximum  of  value  for  the  time  spent  upon  it.  While  each  year 
may  be  preparation  for  the  next,  it  should  be  made  worth  while  for 
those  who  pursue  the  subject  no  further.  Attention  should  be  given 
to  correct  pronunciation,  reading  aloud  with  proper  expression, 
translation  of  Latin  into  idiomatic  English,  writing  Latin  and  trans- 
lating English  into  Latin.  Derivation  of  English  words,  comparison 
of  English  syntax  and  word-order  with  Latin,  and  the  teaching  of 
English  grammar,  when  necessary,  should  be  a central  aim  of  the 
work  in  Latin. 

FIRST  YEAR. 

The  first  year  should  be  spent  in  thoroughly  mastering  the  ele- 
ments of  the  language  as  given  by  a good  book  for  beginners.  From 
the  first  the  student’s  knowledge  of  English  should  be  consciously 
made  to  assist  him  in  fixing  an  ample  working  vocabulary,  and  the 
Latin  words  acquired  should  function  in  better  English  understand- 
ing and  expression.  Drill  in  forms  should  be  thorough. 

SECOND  YEAR. 

Four  books  of  Caesar’s  Gallic  War  should  be  read,  and  one  lesson 
a week  devoted  to  composition.  The  reading  should  be  accompanied 
by  a systematic  review  of  grammatical  forms  and  by  a study  of  the 
leading  principles  of  syntax.  A composition  book  should  be  used 
in  which  rules  are  taught  by  means  of  sentences  based  upon  the 
text.  In  the  writing  of  Latin  all  long  vowels  should  be  marked. 
Sight  reading  should  be  a part  of  each  week’s  work.  The  geography 
of  the  wars,  and  Roman  military,  civil,  and  social  conditions  and 
customs  should  be  given  a large  share  of  attention. 

THIRD  YEAR. 

Four  of  Cicero’s  orations  against  Catiline,  the  oration  for  the 
Manilian  Law  and  the  oration  for  the  Poet  Archias  are  usually  read. 
Instead  an  equivalent  may  be  read  in  Sallust’s  Catiline.  The  grammar 
and  composition  of  the  preceding  year  should  be  continued,  and 
Roman  political  and  social  conditions  studied. 

FOURTH  YEAR. 

A thousand  lines  of  Ovid’s  Metamorphoses  followed  by  four  or 
five  books  of  Vergil’s  Aeneid,  including  the  sixth  book,  are  usually 
read.  If  only  four  are  read,  about  eight  hundred  lines  from  the  . 


High  School  Course  of  Study. 


51 


Ecloges  or  Georgies  should  be  read.  If  desired,  the  whole  year 
may  be  devoted  to  reading  six  books  of  the  Aeneid.  The  tech- 
nique of  the  Latin  hexameter  should  be  taught  and  its  rhythm 
should  be  felt  as  quantitative  and  not  merely  translated  into  an 
accentual  rhythm.  Greek  and  Roman  mythology  should  be  studied 
in  connection  with  this  year’s  work. 

For  library  equipment  see  pages  1^5-146. 

GREEK. 

FIRST  YEAR. 

Introductory  lessons,  including  twenty  or  thirty  pages  of 
Xenophon’s  Anabasis,  practice  in  reading  at  sight  and  in  writing  in 
Greek,  and  the  beginning  of  systematic  study  of  grammar. 

SECOND  YEAR. 

Seventy-five  or  one  hundred  pages  of  the  Anabasis,  either  alone 
or  with  Attic  Prose;  practice  in  reading  at  sight,  and  systematic 
study  of  grammar;  thorough  grammatical  review  and  practice  in 
writing  Greek,  both  based  on  the  study  of  Books  I and  II  of  the 
Anabasis. 

THIRD  YEAR. 

Attic  prose:  e.  g.,  Lysias’  Orations,  or  Plato’s  Apology  and  Krito, 
or  Xenophon’s  Memorabilia,  with  practice  in  writing  Greek,  in 
grammar  and  in  reading  at  sight.  (2)  Homer  (2,500  to  4,000  lines); 
e.  g.,  Odyssey,  Books  I-V,  or  Iliad,  Books  I-III  (omitting  11,  499-end), 
and  VI-VIII. 

Since  only  a few  of  the  larger  schools  offer  Greek,  no  book  lists 
are  given  in  this  manual.  Students  who  elect  these  courses  should 
have  access  to  adequate  references  covering  Greek  literature. 

GERMAN. 

Four  units  may  be  offered. 

FIRST  YEAR. 

(1)  Careful  drill  upon  pronunciation.  (2)  Systematic  drill 
upon  the  elements  of  grammar,  including  the  inflection  of  the  ar- 
ticles, the  noun,  the  adjectives,  the  pronoun,  the  verb,  strong  and 
weak;  also  upon  the  use  of  the  common  prepositions,  the  simpler 
use  of  the  modal  auxiliaries  and  elementary  rules  of  syntax  and  word- 
order.  (3)  Abundant  practice  (a)  in  oral  and  written  reproduction 
of  the  text,  (b)  in  the  memorizing  of  colloquial  and  idiomatic  phrases, 
and  (c)  in  dictation,  (4)  memorizing  a few  poems  or  songs,  such  as 
Heidenrsolein,  Die  Lorelei,  and  Das  Zerbrochene  Ringlein.  Much 
of  the  teaching  and  all  classroom  directions  should  be  in  German. 

All  reading  in  this  course  should  be  intensive.  The  pupil  should 
be  required  to  give  back  the  entire  subject-matter  in  German,  either 
in  the  form  of  German  answers  to  German  questions,  repetitions 


52 


High  School  Course  of  Study. 


from  memory,  or  free  oral  or  written  reproduction.  The  teacher 
may  use  discretion  as  to  the  number  of  pages  thus  treated.  Ordi- 
narily, a class  cannot  treat  more  than  100  pages  in  this  manner 
with  sufficient  thoroughness. 

Some  of  the  most  common  texts  for  first  year  readings  are  as 
follows: 

Guerber’s  Mdrchen  und  Erzdhlungen. 

Seeligmann’s  Altes  und  Neues. 

Gluck  Auf. 

Prokosch’s  Texts  in  Introduction  to  German. 

Fahsel’s  Allerlei. 

Fick’s  Dies  und  Das. 

Anderson’s  Mdrchen. 

Gronow’s  Jung  Deutschland. 

SECOND  YEAR. 

The  second  unit  calls  for  about  300  pages  of  moderately  difficult 
reading,  chiefly  prose,  with  constant  practice  in  oral  and  written 
reproduction  of  selected  portions;  also  drill  upon  the  more  difficult 
chapters  of  grammar  such  as  the  passive  voice,  use  of  cases  with 
prepositions,  verbs,  adjectives,  uses  of  tenses  and  modes  (especially 
the  infinitive  and  subjunctive),  likewise  upon  word-order,  and  word- 
formation.  Thoroughness  should  be  insisted  upon  rather  than 
quantity. 

Some  texts  commonly  read  during  the  second  year: 

Baumbach’s  Sommermarchen  and  W aldnovellen. 

Leander’s  Trdumereien. 

Zschokke’s  Der  Zerbrochene  Krug  and  Das  Wirtshaus  zu  Cransac. 

Storm’s  Immensee  and  Germelshausen. 

Heyse’s  L'  Arrabiala  and  Das  Madchen  von  Treppi. 

Wildenbruch’s  Das  Edle  Blut. 

For  Composition: 

Pope’s  Writing  and  Speaking  German. 

Stern’s  Geschichten  vom  Rhein. 

Manley’s  Ein  Sommer  in  Deutschland. 

Other  good  texts  are  published  by  all  the  large  book  companies. 
THIRD  YEAR. 

The  third  unit  calls  for  (1)  the  reading  of  400-500  pages  of  good 
modern  prose  stories  and  plays,  and  the  ability  to  use  the  language 
effectively  as  a means  of  oral  and  written  expression;  and  (2) 
abundant  practice  in  writing  of  composition. 

A good  deal  of  sight  reading  of  easy  German  should  be  done 
during  this  year.  Some  texts  which  may  be  read  during  this  year 
are: 

Riehl’s  Burg  Neideck. 

Storm’s  Der  Schimmelreiter. 

Schiller’s  Wilhelm  Tell. 

Schiller’s  Die  Jungfrau  von  Orleans. 


High  School  Course  of  Study. 


53 


Goethe’s  Hermann  und  Dorothea. 

Schiller’s  Ballads  and  Lyrics. 

Sudermann’s  Frau  Sorge. 

Moser’s  Der  Bibliothekar . 

Freytag’s  Die  Journalisten. 

A well  balanced  course  will  contain  prose  and  poetry,  also  at 
least  one  play. 

FOURTH  YEAR. 

In  the  fourth  year  four  or  five  more  advanced  German  classics 
should  be  read.  A general  survey  of  German  literature  may  also 
be  taken  and  short  productions  of  the  most  representative  writers 
read  rapidly.  The  pupils  should  have  access  to  some  history  of 
German  literature  like  that  of  Franke  or  Scherer. 

The  pupils  should  do  advanced  composition  work  during  this 
year  along  the  line  of  original  essays. 

For  library  equipment,  see  page  146. 

FRENCH. 

Four  units  may  be  offered. 

FIRST  YEAR. 

The  work  of  the  first  year  should  aim  to  give  the  student:  (a) 
accurate  pronunciation;  (b)  knowledge  of  the  rudiments  of  the  gram- 
mar; (c)  ability  to  translate  simple  sentences  into  French  and  to 
express  in  idiomatic  French  simple  ideas;  (d)  ability  to  understand 
simple  ideas  expressed  orally  in  French;  (e)  vocabulary  and  knowl- 
edge of  construction  sufficient  to  enable  him  to  read  ordinary  French 
with  considerable  ease. 

Drill  in  pronunciation  should  begin  with  the  first  meeting  of 
the  class  and  continue  until  the  last.  As  a part  of  such  drill  fre- 
quent dictations  are  indispensable. 

The  grammatical  work  should  include  the  regular  and  the  more 
common  irregular  verbs,  the  inflection  of  nouns,  adjectives,  parti- 
ciples, and  pronouns,  the  use  of  pronouns,  adverbs,  prepositions, 
and  conjunctions,  sentence-order,  and  the  elements  of  syntax. 

A minimum  of  150  pages  should  be  read.  A number  of  readers 
present  a sufficient  variety  of  graded  material,  and  some  of  the 
easier  of  the  texts  mentioned  below  for  the  second  year  could  be  used 
profitably.  There  should  be  constant  practice  in  translating  into 
French  easy  variations  of  the  texts  read,  and  this,  in  conjunction 
with  the  English  sentences  given  in  the  grammar,  will  insure  an 
abundance  of  drill  in  this  respect. 

SECOND  YEAR. 

The  work  of  this  year  should  include  the  reading  of  a minimum 
of  350  pages  of  modern  prose,  including  a number  of  short  dramatic 
works,  with  constant  practice  in  retranslations  of  variations  of  the 
texts  read.  Drill  in  pronunciation  and  the  writing  of  French  from 
dictation  should  be  continued.  The  grammar  work  should  include 


54 


High  School  Course  of  Study. 


a careful  review,  with  drill  upon  all  irregular  verbs  that  are  not  very 
rare,  the  uses  of  the  subjunctive,  and  a more  detailed  study  of  syntax. 
There  should  be  constant  practice  in  construction  of  sentences. 
Students  should  be  required  to  give  either  orally  or  in  writing  ab- 
stracts of  the  texts  read.  Any  of  the  following  texts,  recommended 
by  the  Committee  of  Twelve  of  the  Modern  Language  Association 
of  America,  are  suitable  for  the  second  year:  About’s  Le  Roi  des 
Montagues;  Bruno’s  Le  Tour  de  la  France;  Daudet’s  easier  short 
tales;  La  Bedolliere’s  La  Mere  Michel  et  Son  Chat ; Erckmann- 
Chatrian’s  stories;  Foa’s  Contes  Biographiques  and  Le  Petit  Robinson 
de  Paris ; Foncin’s  Le  Pays  de  France;  Labiche  and  Martin’s  La 
Poudre  aux  Yeux  and  Le  Voyage  de  M.  Perrichon;  Legouve  and 
Labiche’s  La  Cigale  chez  les  Fourmis;  Malot’s  Sans  Famille. 

THIRD  YEAR. 

The  work  of  this  year  should  include  the  reading  of  from  600 
to  1,000  pages  of  French,  with  constant  practice  in  paraphrasing 
and  abstracting  portions  of  the  texts  in  French.  The  drill  in  pro- 
nunciation and  in  writing  of  French  from  dictation  should  be  con- 
tinued unremittingly.  A good  grammar  should  be  studied  carefully. 
Students  should  be  drilled  in  writing  simple  original  themes  in  French. 
The  texts  recommended  by  the  Committee  of  Twelve  are  as  follows: 
About’s  stories;  Augier  and  Sandeau’S'Le  Gendre  de  M.  Poirier; 
Beranger’s  poems;  Corneille’s  Le  Cid  and  Horace;  Coppee’s  poems; 
Daudet’s  La  Belle- Nivernaise;  La  Brete’s  Mon  Oncle  et  Mon  Cure; 
Madame  de  Sevigne’s  letters;  Hugo’s  Hernani  and  La  Chute; 
Labiche’s  plays;  Loti’s  Pecheur  d’  Islande;  Mignet’s  historical  writ- 
ings; Moliere’s  L'  Avar e and  LeBourgeois  Gentilhomme;  Racine’s 
Athalie,  Andromaque , and  Esther;  George  Sand’s  plays  and  stories; 
Sandeau’s  Mademoiselle  de  la  Seigliere;  Scribe’s  plays;  Thierry’s 
Recits  des  Temps  Merovingiens;  Thiers’s  U Expedition  de  Bonaparte 
en  Egypte;  Vigny’s  Canne  de  Jonc;  Voltaire’s  historical  writings.  It 
is  recommended,  however,  that  only  sparing  use  be  made  of  the 
classical  plays,  especially  those  of  Corneille  and  Racine,  which  are 
more  suitable  for  a fourth  year. 

Students  electing  these  courses  should  have  access  to  some  of 
the  standard  works  of  French  literature. 

FOURTH  YEAR. 

During  this  year  four  or  five  more  advanced  literary  productions 
should  be  read.  A good  deal  of  original  composition  work  should 
be  done.  A general  survey  of  the  history  of  French  literature  also 
may  be  taken  and  short  productions  of  important  authors  read  in 
connection  with  this  survey.  Students  should  have  access  to  some 
standard  work  on  the  history  of  French  literature. 


High  School  Course  of  Study. 


55 


SPANISH. 

Three  units  may  he  offered. 

FIRST  YEAR. 

The  instruction  should  above  all  be  practical.  Drill  in  variety 
should  be  the  method,  and  thoroughness,  the  object.  Students,  on 
finishing  this  course,  should  be  able  to  read  easy  texts  like  Hill’s 
Spanish  Tales  for  Beginners,  Valera’s  El  Pajaro  verde,  and  Carrion 
and  Vital  Aza’s  Zaragiieta.  About  150  pages  of  connected  prose 
should  be  read.  Exercises  in  the  memorizing  of  vocabulary  should 
be  given  frequently.  A small  portion  of  each  period  should  be  de- 
voted to  pronunciation  and  dictation.  The  conversational  method 
should  be  employed  as  soon  as  possible  and  gradually  enlarged  in 
its  application.  For  this  purpose,  a rather  limited  every-day 
vocabulary  dealing  with  objects  of  common  use,  and  Spanish  and 
Latin-American  life  and  customs  should  be  compiled  and  put  into 
practice,  preferably  in  the  form  of  short,  rapid  questions  and  answers. 

SECOND  YEAR. 

A rapid  review  of  the  grammar,  along  with  the  writing  of  all 
composition  work,  should  be  made.  The  classroom  work  should 
be  carried  on  as  largely  as  possible  in  Spanish.  The  reading  of  about 
350  pages  of  modern  prose,  such  as  that  of  Galdos  Mariansela, 
Valera’s  El  Comendador  Mendoza,  Moratin’s  El  Si  de  las  Ninas,  is 
required.  Some  attention  should  be  paid  to  literary  qualities.  A 
good  composition  book  should  be  used  both  for  composition  and 
conversation. 

THIRD  YEAR. 

Some  of  the  more  difficult  masterpieces  should  be  taken  up, 
and  considerable  time  devoted  to  their  value  as  literature.  Students 
should  be  referred  to  good  histories  of  Spanish  literature. 

The  ability  to  converse  should  be  developed. 

No  book  list  is  given  in  this  manual  for  Spanish,  but  students 
electing  the  course  should  have  access  to  some  of  the  standard  works 
of  Spanish  literature. 

SCIENCES. 

General  Suggestions: 

The  work  in  the  sciences  consists  of  three  closely  related  parts — 
namely,  class  work,  lecture  demonstration  work,  and  laboratory 
work. 

a.  Class  Work.  This  work  should  consist  in  the  study  of  at 
least  one  standard  text.  The  laboratory  work  of  the  students 
should  be  closely  correlated  with  the  work  in  the  text  and  the  reci- 
tation should  aim  to  give  the  student  clear  concepts  of  the  terms  of 
the  science  studied;  to  systematize  knowledge  gained;  to  form 


56 


High  School  Course  oj  Siuay. 


correct  generalizations;  and  finally  to  apply  as  far  as  possible  all 
principles  studied  to  the  solution  of  simple  practical  problems.  In 
the  physical  sciences  many  of  these  problems  should  be  concrete 
and  numerical.  In  both  the  physical  and  the  biological  sciences 
the  teacher  should  vitalize  the  subject  matter  by  opening  the  eyes 
of  the  pupils  to  the  fact  that  the  science  which  they  are  studying  is 
not  something  abstract  existing  in  textbooks  only,  but  that  the 
principles  learned  are  at  the  basis  and  are  an  explanation  of  natural 
phenomena  around  them.  The  application  of  the  principles  of 
the  sciences  to  manufacturing  and  commerce  should  receive  close 
attention.  The  local  manufacturing  establishments,  the  plants  of 
public  utilities,  such  as  lighting  and  power  plants,  the  water  system 
etc.,  should  be  visited  by  the  classes  and  studied.  In  the  biological 
sciences  the  student  should  first  become  thoroughly  acquainted 
with  the  plant  life  and  animal  life  of  his  immediate  surroundings. 
In  agriculture  a close  study  of  local  agricultural  conditions  should 
be  made. 

b.  Lecture  demonstration  work. 

The  object  of  this  work  by  the  teacher  is  to  perform  experiments 
before  the  class  which  require  complicated  apparatus  too  expensive 
to  equip  for  individual  experimentation  by  the  pupils,  or  where  too 
much  time  would  be  consumed  by  the  experiment.  The  lecture 
method  of  recitation  should  be  used  sparingly,  and  to  illustrate  such 
matters  as  the  student  himself  can  not  work  out  without  assistance. 
While  demonstration  work  is  important  during  the  recitation  period, 
under  no  circumstances  should  the  teacher  perform  the  experiments 
intended  to  be  performed  by  the  students  themselves.  Students 
should  not  incorporate  notes  taken  on  demonstration  work  and  lec- 
tures by  the  teacher  in  their  laboratory  notebooks.  Any  notes 
taken  on  leetures  and  demonstration  work  should  be  kept  in  a 
separate  notebook. 

c.  Laboratory  Work. 

Two  eighty-minute  periods  of  laboratory  work  a week  for  the  school 
year  must  be  done  in  all  the  sciences  for  approval. 

Each  pupil  should  perform  a definite  number  of  experiments. 
The  number  of  experiments  varies  in  the  various  sciences,  but 
should  not  be  much  less  than  outlined  in  the  standard  laboratory 
manuals  now  used  in  the  high  schools. 

It  is  advisable  to  use  a laboratory  manual  separate  from  the 
textbook.  Strong  teachers  may  be  able  to  work  out  manuals  of 
their  own,  but  the  average  teacher  will  do  well  to  adopt  some  good 
manual  and  adapt  the  same  to  the  special  needs  of  his  class. 

The  laboratory  work  should  be  carefully  planned  by  the  teacher. 
Sufficient  apparatus  should  be  provided  to  permit  each  individual 
pupil  to  perform  the  experiment.  Some  experiments  may,  however, 
be  worked  out  more  advantageously  by  two  pupils  working  together. 
Under  no  circumstances  should  the  laboratory  work  resolve  itself 
into  the  setting  up  of  apparatus  and  performing  of  the  experiment 
by  two  or  three  aggressive  pupils  in  the  class  with  the  rest  of  the 
class  looking  on  in  a passive  manner  and  copying  results. 


High  School  Course  of  Study. 


57 


The  laboratory  notebook  of  the  pupils  should  be  a concise 
record  of  what  the  student  himself  has  done.  In  the  physical 
sciences,  the  student  should  state  in  his  own  language'  (a)  the  object 
of  the  experiment,  (b)  the  apparatus  used  (c)  the  setting  up  of  the 
apparatus,  accompanied  by  a sketch  or  drawing  properly  labeled 
wherever  this  adds  to  the  clearness  of  the  description),  (d)  results 
in  a tabulated  form,  (e)  and  finally,  the  conclusions  and  practical 
applications.  Under  no  circumstances  should  the  student’s'  record 
of  the  experiment  be  merely  a copy  of  the  directions  in  the  manual. 

The  notebook  should  be  neat,  clear  and  accurate.  The  use  of 
a loose-leaf  notebook  is  recommended. 

The  following  sciences  may  be  offered: 


PHYSICS. 

Two  units  may  be  offered. 

FIRST  YEAR. 

The  amount  of  subject  matter  for  the  first  unit  in  physics 
should  be  that  covered  by  a standard  high  school  textbook  in  the 
subject. 

In  the  laboratory,  the  student  should  perform  at  least  thirty 
individual  experiments,  and  should  keep  a careful  record  of  them. 
At  least  twenty  of  these  should  involve  numerical  work  and  the 
determination  of  such  quantitative  relations  may  be  expressed  in 
whole  numbers.  Such  quantitative  work  should  aim  to  foster  the 
habit  of  thinking  quantitatively,  but  should  not  attempt  to  verify 
laws  with  minute  accuracy  nor  to  determine  known  physical  con- 
stants with  elaborate  apparatus. 

In  the  following  syllabus  of  topics  the  starred  (*)  topics  are 
considered  especially  important.  The  teacher  is  not  required  to 
follow  the  order  of  topics  in  the  syllabus.  The  list  is  not  intended 
to  include  all  the  material  for  the  year’s  work.  It  is  made  short, 
in  order  that  each  teacher  may  be  free  to  supplement  it  in  a way 
that  fits  his  individual  environment.  It  includes  those  topics 
which  are  commonly  agreed  on  as  essential  and  which  are  capable 
of  comprehension  by  boys  and  girls  of  high  school  age. 

The  syllabus  of  topics  is  as  follows: 

*1.  Weight,  center  of  gravity. 

*2.  Density. 

*3.  Parallelogram  of  forces. 

4.  Atmospheric  pressure;  barometer. 

*5.  Boyle’s  law. 

6.  Pressure  due  to  gravity  in  liquids  with  a free  surface;  varying 
depth,  density,  and  shape  of  vessel. 

*7.  Buoyancy;  Archimedes’  principle. 

*8.  Pascal’s  law;  hydraulic  press. 

9.  Work  as  force  time  distance,  and  its  measurement  in  foot- 
pounds and  gram-centimeters. 

10.  Energy  measured  by  work. 


58  High  School  Course  of  Study. 

*11.  Law  of  machines:  work  obtained  not  greater  than  work  put  in; 
efficiency. 

*12.  Inclined  plane. 

*13.  Pulleys,  wheel  and  axle. 

*14.  Measurement  of  moments  by  the  product  of  force  times  arm; 
levers. 

15.  Thermometers:  Fahrenheit  and  Centigrade  scales. 

16.  Heat  quantity  and  its  measurement  in  gram  calories. 

*17.  Specific  heat. 

*18.  Evaporation;  heat  of  vaporization  of  water. 

*19.  Dew  point;  clouds  and  rain. 

*20.  Fusion  and  solidification;  heat  of  fusion. 

21.  Heat  transference  by  conduction  and  convection. 

22.  Heat  transference  by  radiation. 

23.  Qualitative  description  of  the  transfer  of  energy  by  waves. 

24.  Wave  length  and  period  of  waves. 

25.  Sound  originates  at  a vibrating  body  and  is  transmitted  by 

waves  in  air. 

*26.  Pitch  and  period  of  sound. 

*27.  Relation  between  the  wave  length  of  a tone  and  the  length  of 
a string  or  organ  pipe. 

*28.  Resonance. 

29.  Beats. 

30.  Rectilinear  propagation  of  light;  pin-hole  camera. 

*31.  Reflection  and  its  laws;  image  in  a plane  mirror. 

*32.  Refraction,  and  its  use  in  lenses;  the  eye,  the  camera. 

*33.  Prisms  and  dispersion. 

34.  Velocity  of  light. 

35.  Magnetic  attractions  and  repulsions. 

*36.  Field  of  force  about  a magnet. 

37.  The  earth  a magnet;  compass. 

38.  Electricity  by  friction. 

39.  Conductors  and  insulators. 

*40.  Simple,  galvanic  cell. 

*41.  Electrolysis;  definition  of  the  ampere. 

*42.  Heating  effects;  resistance;  definition  of  the  ohm. 

*43.  Ohm’s  law;  definition  of  the  volt. 

*44.  Magnetic  field  about  a current;  electromagnets. 

*45.  Electromagnetic  induction. 

*46.  Simple  alternating  current  dynamo  of  one  loop. 

*47.  Electromagnetic  induction  by  breaking  a circuit;  primary  and 
secondary. 

48.  Conservation  of  energy. 

If  the  second  year  is  given,  the  same  plan  should  be  continued 
with  more  advanced  work. 

For  laboratory  equipment , see  pages  93-96. 

For  library  equipment,  see  pages  146-147. 


High  School  Course  of  Study. 


59 


CHEMISTRY. 

Two  units  may  be  offered. 

FIRST  YEAR. 

The  first  year  should  include  the  work  as  outlined  in  a standard 
textbook  of  high  school  grade.  It  should  consist  of  two  closely 
related  parts,  namely,  recitations  including  demonstrations  by  the 
teacher,  and  laboratory  work. 

Each  pupil  should  be  provided  with  an  outfit  of  apparatus  for 
the  laboratory  exercises,  which  should  be  largely  carried  out  by  the 
pupils  working  independently.  A limited  number  of  experiments, 
however,  may  be  conducted  by  two  pupils  working  together.  Each 
pupil  should  record  in  a notebook  what  he  observes,  and  should  do 
so  at  the  time  the  observations  are  made.  The  interpretation  of 
observed  results  and  calculations  may  be  recorded  in  the  notebook 
later,  if  the  teacher  so  prefers. 

As  chemistry  is  an  art  as  well  as  a science,  stress  should  be  laid 
on  handling  and  setting  up  apparatus  in  a neat  and  orderly  manner. 
In  the  use  of  reagents,  thought  should  be  given  to  proportions,  and 
the  wasting  of  materials  should  be  prevented.  In  experimentation, 
careful  planning  and  skill  of  the  hand  should  be  emphasized.  In 
this  way  the  laboratory  work  becomes  an  interacting  process  of 
thinking,  doing  and  thinking.  The  students,  for  example,  should 
know  why  an  apparatus  should  be  air-tight  and  how  to  make  it 
air-tight;  why  gases  are  washed  and  dried,  and  how  this  operation 
must  be  done. 

The  text  and  reference  books,  as  a rule,  furnish  an  adequate 
and  systematic  account  of  the  chemical  changes  selected  for  study, 
but  the  equally  important  feature  of  the  course,  the  art  of  chemistry, 
is  imparted  directly  by  the  teacher. 

In  both  laboratory  and  class  work,  the  materials  chosen  for 
study  should  be  restricted  to  a relatively  small  number  of  elements 
and  their  chief  compounds.  Interest  in  the  work  may  be  increased 
by  applications  of  the  facts  and  generalizations  of  the  text  to  familiar 
phenomena  in  daily  life.  Visits  should  be  made  to  the  gas  works, 
ice  plant,  limekiln,  and  other  chemical  industries  in  the  locality. 
The  more  important  discoveries  of  chemistry  should  become  as- 
sociated with  the  great  masters  of  the  science  by  anecdote,  personal 
characteristics,  or  contemporary  events. 

If  the  second  year  is  given  it  should  continue  the  same  plan 
with  more  advanced  work. 

For  laboratory  equipment,  see  pages  96-99 , 

For  library  equipment , see  page  1^7, 


60 


High  School  Course  of  Study. 


GENERAL  BIOLOGY. 

One  unit  may  be  offered. 

This  course  should  be  designed  to  present  a general  survey  ot 
biological  science,  including  the  life  processes,  the  activities,  the 
adaptations  as  well  as  the  structure  of  organisms,  treated  from  the 
standpoint  of  their  general  relations.  General  biology  is  the  study 
of  the  fundamental  properties  of  living  things,  as  illustrated  by  a 
carefully  selected  series  of  both  animal  and  plant  forms. 

The  laboratory  work,  guided  by  suitable  directions,  should 
precede  textbook  work  on  any  subject,  and  the  pupil  should  be  re- 
quired to  make  careful  drawings  and  notes  on  all  observations. 
Accurate  observations  and  records  of  the  normal  activities  of  living 
animals  and  plants  should  be  made  whenever  practicable,  both  in 
the  laboratory  and  in  the  field.  Simple  experiments  upon  the 
behavior  of  animals  are  very  valuable,  and  should  be  made  if  possible. 

The  following  series  of  forms  for  study  is  suggested:  (1)  amoeba; 
(2)  paramoecium  or  vorticella;  (3)  haematococcus;  (4)  yeast  plant; 
(5)  spirogyra;  (6)  hydra;  (7)  mucor  or  penicillium;  (8)  earthworm; 
(9)  crayfish;  (10)  grasshopper;  (11)  fern;  (12)  fresh-water  mussel; 
(13)  seeds  and  seedlings;  (14)  flowering  plant;  (15)  frog,  with  meta- 
morphosis. The  last  two  or  three  months  may  be  devoted  to  human 
physiology.  Use  a good  standard  text. 

For  laboratory  equipment , see  pages  99-101. 

For  library  equipment , see  pages  147-148. 

BOTANY. 

Two  units  may  be  offered. 

FIRST  YEAR. 

The  work  should  deal,  for  the  most  part,  with  the  seed  plants, 
and  should  consist  of  recitations,  laboratory  work  and  field  studies. 
While  the  study  of  structure  is  essential,  yet  most  emphasis  should 
be  placed  on  the  activities  of  plants.  The  studies  with  lower  plants 
should  deal  almost  entirely  with  gross  structures,  life  habits  and 
economic  importance. 

The  outline  is  not  intended  as  an  essential  arrangement,  for 
the  latter  is  best  determined  by  convenience.  Any  arrangement, 
however,  should  enlist  the  interests  of  the  student  in  the  living 
plant — the  plant  in  action — and  laboratory  studies  should  be  made 
to  bear  this  out.  It  is  better,  also,  to  omit  some  of  the  topics  sug- 
gested than  to  treat  them  inadequately.  The  teacher  must  determine 
the  apportionment  of  time,  and  bring  out  the  connection  of  the  topics. 

The  following  topics  are  suggested: 

General  Studies  with  Seed  Plants. — (1)  The  parts  of  a mature 
plant — roots,  stem,  leaves,  flower.  (2)  The  functions  of  roots  and 
their  modifications.  (3)  The  functions  of  stems  and  their  modifier- 


High  School  Course  of  Study. 


61 


tions.  (4)  Buds.  (5)  Leaves  and  their  work.  (6)  Flowers,  parts, 
functions,  adaptations  for  pollination.  (7)  Fruits,  kinds,  adapta- 
tions for  dispersal,  value  to  man.  (8)  Seeds,  structure,  germination, 
etc.  (9)  Relation  of  plants  to  light,  soil,  water,  atmosphere.  (10) 
Plant  families,  studies  of  common  representatives  of  the  important 
plant  families,  as  the  roses,  legumes,  grasses,  lilies,  composites,  etc. 
Forests  and  forest  trees  may  well  be  considered  here. 

Studies  with  Lower  Plants. — (1)  Algae,  general  appearance, 
abundance,  local  distribution,  and  relation  to  water  supplies.  (2j) 
Bacteria,  relation  to  decay,  to  soils,  to  disease  in  plants  and  animals, 
to  purity  of  milk  and  water  supplies,  to  public  hygiene.  (3)  Molds, 
appearance,  occurrence,  importance  in  relation  to  food  products. 
(4)  Yeasts  and  fermentation.  (5)  Rusts,  smuts,  etc.,  as  the  cause 
of  plant  diseases,  parasitic  method  of  living,  control  of  plant  diseases. 
(6)  Mushrooms,  edible  and  poisonous,  cultivation,  agents  in  de- 
struction of  timber.  .(7)  Liverwort,  habits,  distribution  and  life 
cycle.  (8)  Moss,  habits,  distribution  and  life  cycle.  (9)  Fern, 
life  cycle,  distribution,  local  types. 

Careful  drawings,  notes,  and  deductions  should  be  made.  The 
student  should  make  his  own  studies  first  and  then  read  his  text. 

If  the  second  year  is  given,  the  same  plan  should  be  continued 
with  more  advanced  work. 

For  laboratory  equipment,  see  pages  99-101. 

For  library  equipment,  see  page  1^8. 


ZOOLOGY. 

Two  units  may  be  offered. 

FIRST  YEAR. 

A high  school  course  in  zoology  should  have  three  objects: 

(1)  To  acquaint  the  student  with  the  common  animals  of  his  own 
neighborhood,  with  the  adaptations  which  these  animals  show  to 
their  environment,  and  with  their  habits  and  economic  importance. 

(2)  To  afford  training  in  critical  methods  of  making  and  recording 
observations  both  by  drawing  and  by  writing,  both  in  the  laboratory 
and  in  the  field.  (3)  To  teach  enough  of  the  interpretation  of  the 
observed  facts  that  the  student  may  understand  the  current  methods 
on  interpretation  from  the  morphological,  physiological  and  ecolog- 
ical standpoints. 

The  study  of  each  form  should  include  a consideration  of  the 
following:  (1)  habitat;  (2)  geographical  distribution;  (3)  food; 
(4)  adaptations  to  environment,  including  relations  to  other  forms 
of  animal  and  plant  life;  (5)  general  activities;  (6)  economic  rela- 
tions; (7)  life  history,  and  (8)  structure. 

In  zoology  the  same  methods  of  instruction  should  be  followed 
as  are  outlined  above  under  general  biology. 

The  following  series  of  forms  for  study  is  suggested: 

(1)  Protozoa  (Amoeba,  and  Paramoecium  or  Vorticella);  (2) 
Hydra;  (3)  Starfish;  (4)  Earthworm;  (5)  Crayfish;  (6)  Grasshopper 


62 


High  School  Course  of  Study. 


and  other  insects  in  comparison;  (7)  Fresh-water  Mussel  or  Snail; 
(8)  Frog  with  metamorphosis;  (9)  A bird,  the  Pigeon;  (10)  A Fish; 
(11)  A Mammal,  the  Cat,  or  Rabbit. 

When  the  instructor  is  prepared  to  teach  it,  the  last  half  year 
of  zoology  may  be  human  physiology. 

A good  standard  text  should  be  used. 

If  the  second  year  is  given,  it  should  consist  of  more  advanced 
work  with  the  study  of  additional  forms. 

For  laboratory  equipment , see  pages  99-101. 

For  library  equipment,  see  pages  148-149. 

GENERAL  SCIENCE. 

One  unit  may  be  offered. 

Owing  to  the  diversity  of  opinion  concerning  the  subject- 
matter  of  general  science  no  outline  of  a course  is  here  attempted. 
While  it  will  probably  be  necessary  for  teachers  to  use  some  text 
as  a guide,  the  course  should  be  adapted  so  far  as  possible  to  local 
conditions.  A satisfactory  reference  library  should  be  provided 
and  the  teacher  should  select  from  this  the  subject  matter  suited  to 
the  problems  or  projects  on  which  the  class  may  be  working.  For 
a general  discussion  of  the  teaching  of  general  science,  see  the  Sixty- 
sixth  Missouri  Report  of  Public  Schools,  pp.  82-90. 

In  view  of  the  fact  that  general  science  is  still  in  the  experi- 
mental stage  it  should  be  taught  by  a strong  teacher  who  has  both 
the  time  and  ability  to  organize  a course.  The  course  should  be 
given  according  to  the  following  conditions: 

1.  The  course  shall  be  offered  in  the  eighth  or  ninth  grade. 
Students  above  the  ninth  grade  should  not  be  admitted. 

2.  At  least  280  minutes  per  week  shall  be  spent  in  class  ex- 
ercises under  the  direction  of  the  teacher. 

3.  Neat  and  concise  notebooks  should  be  kept  by  the  class. 

4.  A teacher  shall  be  secured  who  has  had  at  least  seven  and 
one-half  semester  hours  in  one  field  of  science  and  at  least  five  hours 
in  each  of  two  others.  In  addition  the  teacher  should  have  pro- 
fessional training  in  the  teaching  of  the  subject. 

5.  Satisfactory  laboratory  equipment  shall  be  provided.  (See 
page  — .) 

6.  Excursions  to  objects  of  scientific  interest  in  the  com- 
munity should  form  a valuable  part  of  the  course. 

7.  In  so  far  as  possible  the  problem  or  project  method  should 
be  used.  This  method,  however,  should  not  be  attempted  unless 
the  teacher  has  planned  the  projects,  supplementary  reading  material 
and  demonstration  experiments  carefully  in  advance. 

8.  A satisfactory  list  of  reference  books  should  be  provided. 

9.  Magazines  such  as  Popular  Mechanics,  Scientific  American 
National  Geographical  Magazine  and  School  Science  and  Mathe- 
matics should  be  provided. 

For  library  equipment  see  page  151. 

For  laboratory  equipment,  see  pages  107-109. 


High  School  Course  of  Study. 


63 


PHYSIOLOGY. 

One-half  or  one  unit  may  be  offered. 

ONE-HALF  UNIT  COURSE. 

The  advancement  which  has  been  made  recently  in  matters 
pertaining  to  personal  and  public  hygiene,  sanitation,  preventive 
medicine  and  other  kindted  topics  of  civic  or  social  nature  has 
created  the  need  for  a course  in  our  high  schools  dealing  with  these 
topics.  With  this  "end  in  view,  a one-half  unit  course  has  been  out- 
lined for  those  schools  which  desire  to  give  such  work. 

This  course  must  not  be  a repetition  of  the  course  given  in 
elementary  physiology.  It  must  be  definite  and  deal  with  problems 
of  advanced  nature.  A good  reference  library  and  supplementary 
reading  is  essential.  This  work  should  not  be  attempted  unless  the 
teacher  has  had  special  training  in  physiology  and  hygiene.  A 
course  in  Preventive  Medicine  is  suggested  for  those  teachers  who 
expect  to  teach  the  half-unit  course.  Extensive  laboratory  equip- 
ment is  not  essential  for  credit.  The  laboratory  work  must  neces- 
sarily be  limited  and  will  consist  of  demonstrations  by  teacher  and 
pupils  rather  than  individual  experiments.  This  course  should 
not  be  given  before  the  third  year  in  the  high  school,  except  in  third 
class  high  schools,  where  it  may  be  given  the  last  half  of  the  sopho- 
more year.  The  one-half  unit  in  physiology  may  be  combined  with 
other  one-half  unit  courses  for  a unit’s  credit. 

While  a fair  knowledge  of  anatomy  and  physiology  is  necessary 
for  the  foundation  work  in  this  subject,  the  spirit  of  the  course 
implies  a very  different  treatment  from  the  formal  treatment  of 
the  older  texts  with  their  extended  outlines  and  emphasis  on  the 
technical.  The  work  should  be  especially  adapted  to  the  every-day 
activities  and  conditions.  So  far  as  possible  it  should  be  concrete 
and  personal.  Personal  and  public  hygiene  should  be  stressed 
throughout  this  course,  with  special  emphasis  on  health  problems  of 
the  home  and  community.  Civic  problems  of  sanitation,  food  and 
water  supply  and  co-operation  in  combating  disease  are  of  para- 
mount importance. 

The  following  topics  are  suggestive  as  to  some  of  the  work  which 
may  be  done: 

Boards  of  health — state,  city  and  county;  sanitary  surveys  of 
towns  as  to  water  supply,  sewerage  and  garbage,  milk  supply,  school 
buildings,  churches  and  assembly  halls,  grocery  stores  and  meat 
markets;  patent  medicines;  superstitions  and  primitive  ideas  re- 
garding diseases  and  the  body;  advertising  quacks;  fatigue;  acci- 
dents ; first  aid ; fresh  air ; exercise — normal  and  violent ; sleep ; 
bacteria  and  disease;  disease  carriers;  preventable  diseases,  occu- 
pational diseases;  seasonal  diseases;  type  diseases — tuberculosis, 
typhoid,  diphtheria,  smallpox;  immunity — natural  and  artificial; 


64 


High  School  Course  of  Study. 


vaccination,  the  theory  and  value  of;  the  glands  of  the  body  and 
their  peculiar  functions;  the  white  and  red  corpuscles  of  the  blood 
and  their  uses;  eating  and  food  values;  stimulants  and  narcotics; 
personal  hygiene — common  principles  of  care  of  body,  hair,  nails, 
skin,  bathing,  etc.;  play  and  athletics. 

The  school  should  have  a well  equipped  library  which  should 
be  used  daily  throughout  the  course.  It  is  impossible  to  secure  a 
text  which  will  fully  meet  the  needs  of  the  course.  The  following 
are  among  the  books  which  may  be  in  the  hands  of  the  pupils  as  a 
basis  for  much  of  the  work: 

Walters,  Principles  of  Health  Control , D.  C.  Heath  & Co. 

Coleman,  The  People's  Health,  The  Macmillan  Co. 

Ritchie  Sanitation,  and  Physiology  World  Book  Co. 

For  library  equipment,  see  page  150. 

ONE  UNIT  COURSE. 

This  course  should  be  preceded  by  a course  in  general  biology, 
or  by  a course  either  in  zoology  or  in  botany.  At  least  two  double 
periods  a week  should  be  given  to  laboratory  demonstrations  by 
the  instructor  and  to  dissections  and  physiological  experiments 
performed  by  the  student,  always  under  careful  supervision.  A 
certain  amount  of  time  should  be  given  to  the  anatomical  study  of 
structures  which  are  to  be  used  later  for  physiological  experiment 
and  demonstration;  but  the  structures  should  be  studied  primarily 
for  the  sake  of  a better  understanding  of  the  functions.  Careful 
notes  and  drawings  of  the  structures  dissected  should  be  preserved 
for  use  as  guides  later  in  making  physiological  preparations.  The 
laboratory  experiments  performed  on  the  living  organs  and  tissues 
should  include  tests  to  show  the  characteristics  of  muscular  con- 
traction, nerve  irritability,  blood  pressure,  the  heartbeat,  the  pulse, 
the  capillary  circulation,  etc.  Notebooks  should  be  kept  in  con- 
nection with  all  physiological  demonstrations.  It  is  recommended 
that  the  elementary  phases  of  physiological  chemistry  be  presented 
in  the  subject  of  digestion,  secretion,  blood  clotting,  and  the  com- 
position of  one  or  two  tissues.  The  original  laboratory  notes  taken 
at  the  time  of  the  experiment  should  be  preserved.  See  courses  in 
biology  and  zoology. 

For  laboratory  equipment,  see  pages  101-103. 

For  library  equipment,  see  pages  149-150. 

PHYSICAL  GEOGRAPHY. 

One  unit  may  be  offered. 

The  following  outline  includes  only  the  more  essential  facts  and 
principles  of  a unit  course- 

Mathematical  Geography. — (1)  Review  of  subject  as  presented 
in  grammar  school  geography,  including  construction  of  diagrams 
to  show  inclination  of  the  earth’s  axis  to  the  plane  of  its  orbit,  peri- 
helion and  aphelion,  position  of  equinox  and  solstice;  measurement 
of  sun’s  altitude  by  means  of  sun  board;  determination  of  latitude 


High  School  Course  of  Study. 


65 


by  measuring  altitude  of  pole  star.  (2)  The  earth  considered  as  a 
planet:  rotation,  proofs,  results;  revolution,  proofs,  results;  mag- 
netism, compass,  poles,  variation. 

The  Atmosphere. — Composition,  extent  and  offices  of  the 
atmosphere.  (2)  Temperature:  source  of  temperature;  variation 
of  temperature;  isotherms;  isothermal  charts  of  the  world  for  Jan- 
uary and  July.  (3)  Pressure:  measurements  of  pressure;  relation  of 
pressure  to  temperature;  study  of  isobars  on  United  States  weather 
map;  distribution  of  pressure;  relation  of  isobars  to  isotherms.  (4) 
Atmospheric  moisture;  source;  amount;  how  measured.  (5)  At- 
mospheric movements:  winds,  classes,  direction,  cause;  special 
study  of  character  and  paths  of  storms  in  the  United  States.  (6) 
Weather  and  climate;  use  of  weather  maps. 

The  Land. — (1)  Earth  materials:  study  of  the  common  rocks 
and  rock-forming  minerals;  more  detailed  study  of  the  rocks  and 
soils  of  the  locality.  (2)  Land  forms,  including,  after  the  student 
has  first  been  taught  to  interpret  the  Geological  Survey  Maps,  a 
study  of  the  following  types  of  topography,  illustrated  by  the  maps: 
plains,  simple  plain,  a plain  with  valleys,  a plain  with  hills,  a plain 
with  hills  and  valleys;  plateaus,  simple  plateau,  plateau  with  valleys, 
plateau  with  hills,  a plateau  with  hills  and  valleys;  mountains,  a 
simple  mountain,  a mountain  with  valleys.  (3)  Weathering:  con- 
ditions affecting  weathering;  weathering  agents;  transportation  of 
material;  results  of  weathering.  (4)  Special  study  of  the  valley: 
including  birth  of  valley;  how  it  grows;  how  it  gets  a stream;  limits 
of  growth;  accidents  that  may  happen  to  valleys.  (5)  Ground 
water:  source;  amount;  use.  (6)  The  work  of  streams.  (7)  Work 
of  ice:  lake  ice,  river  ice,  seashore  ice,  snow  line,  snow  fields,  local 
and  permanent;  formation  of  glacial  ice,  glacial  movements,  types 
of  glaciers,  work  of  glaciers,  icebergs.  (8)  The  ancient  ice  sheet: 
evidence  of  its  existence;  how  it  developed;  extent;  center  of  dis- 
persion; unglaciated  areas;  changes  produced  by  erosion  and  dep- 
osition of  material;  characteristics  of  glaciated  areas  of  United 
States. 

Volcanoes  and  Volcanic  Phenomena. — (1)  General  facts,  kind 
and  distribution.  (2)  Study  of  cone,  dyke,  crater,  fissure,  lava. 

The  Ocean. — (1)  Form,  divisions  and  general  characteristics  of 
the  ocean.  (2)  Depth,  density,  temperature  and  composition  of 
ocean  waters.  (3)  Characteristics  of  ocean  floor.  (4)  Distribution 
of  life  in  ocean.  (5)  Movements  of  ocean  water;  waves,  cause  and 
effect;  currents,  causes  and  effects;  more  important  currents;  tides, 
character,  cause.  (6)  Special  study  of  shore  lines. 

The  Earth  and  Man. — Relation  of  man,  plants  and  animals  to 
climate,  land  forms  and  ocean  areas. 

For  laboratory  equipment , see  pages  103-106. 

For  library  equipment , see  pages  151-152. 


66 


High  School  Course  of  Study. 


AGRICULTURE. 

One,  one  and  one-half  or  two  units  may  he  offered. 

A maximum  of  two  units  may  be  offered.  The  second  year’s 
work  should  not  be  attempted  unless  the  instructor  has  had  the 
required  preparation  and  the  community  can  afford  the  necessary 
laboratory  and  field  facilities.  The  first  year  agriculture  is  a pre- 
requisite to  all  other  courses.  For  requirements  for  second  year 
courses  see  second  year  agriculture.  A supplement  will  be  issued 
soon,  outlining  more  in  detail  these  half  unit  courses. 

FIRST  YEAR. 

One  unit. 

This  should  be  a general  course,  covering  the  work  in  agriculture 
as  found  in  the  standard  texts. 

The  work  should  consist  of  two  parts,  (1)  individual  laboratory 
and  field  work,  and  (2)  recitations  based  upon  the  laboratory  work, 
the  textbook  and  assigned  readings.  Three  periods  a week  should 
be  given  to  the  recitation  and  not  less  than  two  eighty-minute 
periods  a week  to  laboratory  and  field  work.  As  a rule,  the  labora- 
tory and  field  work  should  precede  rather  than  follow  the  recitation. 
Every  school  should  have  a small  plat  of  ground,  an  acre  or  more, 
for  a school  farm  and  garden.  It  is  not  essential  that  the  topics  be 
studied  in  the  order  given  below  or  in  the  order  given  in  any  text- 
book. A seasonal  arrangement  is  strongly  recommended.  The 
work  in  animal  husbandry  should  include  a careful  study  of 
the  principal  types  and  breeds  of  the  more  common  farm  animals. 
Emphasis  should  be  placed  upon  the  study  of  horses,  cattle,  swine 
and  poultry.  There  should  be  practice  in  stock  judging,  with  the 
use  of  the  score  cards. 

No  special  list  of  experiments  is  required.  Each  teacher  should 
secure  from  the  standard  laboratory  manuals  a list  of  at  least  sixty 
experiments.  These  experiments  are  to  be  in  addition  to  any  ex- 
periments or  demonstrations  given  by  the  teacher.  Practically 
% every  topic  in  the  outline  given  below  may  be  made  the  basis  of  a 
profitable  laboratory  or  field  exercise.  The  outline  is  as  follows: 

Farm  and  Garden  Crops. — (1)  Plant  propagation:  seeds,  buds. 
(2)  Cereal  crops:  corn;  wheat;  oats;  rye;  barley.  (3)  The  legumes: 
the  clovers;  cowpeas;  soy  beans;  alfalfa;  vetch.  . (4)  Grass  crops; 
timothy;  blue  grass;  red  top;  orchard  grass;  millet.  (5)  Orchard 
crops:  apples;  peaches;  pears;  plums;  cherries;  nuts.  (6)  Small 
fruits:  strawberries;  grapes;  blackberries;  raspberries;  currants; 
gooseberries.  (7)  Kitchen  garden  crops:  potatoes;  sweet  potatoes; 
tomatoes;  melons;  cabbage;  cucumbers;  radishes;  lettuce;  beans; 
peas;  onions.  (8)  Fibrous  and  miscellaneous  crops:  cotton;  flax; 
hemp;  broom  corn;  castor  beans;  sorghum.  (9)  The  wood  lot: 
timber  crop.  (10)  Insect  enemies  of  farm  crops. 


High  School  Course  of  Study. 


67 


Soils. — (1)  Origin  and  formation.  (2)  Composition  and  clas- 
sification. (3)  Soil  water.  (4)  Soil  air.  (5)  Soil  temperature. 
(6)  Soil  drainage.  (7)  Soil  organisms.  (8)  Meaning  and  method 
of  testing  the  soil. 

Animal  Husbandry. — (1)  The  horse:  origin  and  brief  history; 
the  two  principal  types,  including  the  speed  type  and  the  draft 
type;  breeds,  including  draft  breeds  (Percheron,  Clydesdale  and 
English  Shire),  roadsters  (American  trotter,  American  saddle  horse, 
English  thoroughbred,  Hackney,  French  coach);  care  of  horses. 
(2)  Cattle:  origin  and  brief  history;  the  two  principal  types  (dairy 
cattle,  beef  cattle) ; -breeds,  including  beef  breeds  (Shorthorn,  Here- 
ford, Polled  Hereford,  Aberdeen  Angus,  Polled  Durham,  Galloway), 
dairy  cattle  (Holstein,  Friesian,  Jersey,  Guernsey,  Ayrshire,  Dutch 
Belted,  Brown  Swiss),  dual  purpose  breeds  (Shorthorn,  Devon, 
Red  Polled);  cattle  products,  including  meat,  milk,  leather,  glue, 
etc.  (3)  Sheep:  the  two  types,  including  wool-producing  and  mutton 
producing;  principal  breeds,  including  wool-producing,  (American 
Merino,  Delaine,  Rambouillet),  mutton  producing  (Shropshire, 
Southdown,  Cotswold);  care  of  sheep.  (4)  Swine:  the  principal 
breeds,  including  Poland  China,  Berkshire,  Duroc-Jersey,  Chester 
White,  Hampshire,  Tamsworth,  Large  Yorkshire;  care  of  swine; 
diseases  of  swine  and  how  to  control  or  prevent  them,  especially 
cholera  and  tuberculosis.  (5)  Poultry.  (6)  Chickens:  the  four 
principal  types,  including  meat  type,  egg  type,  general  purpose 
type,  ornamental  type;  breeds,  including  meat  type  or  Asiatic 
class  (Brahma,  Cochin,  Langshan);  egg  types  or  Mediterranean 
class  (Leghorns,  Minorcas,  Black  Spanish) ; general  purpose  or  Amer- 
ican type  (Plymouth  Rock,  Wyandotte,  Rhode  Island  Red);  care 
of  poultry,  including  feeding  chickens,  the  incubator,  the  chicken 
house;  poultry  and  poultry  products,  importance,  value  and  use. 

Farm  Management. — (1)  Choice'  of  farm.  (2)  Farm  sanita- 
tion. (3)  Farm  buildings.  (4)  Farm  machinery.  (5)  Mainte- 
nance of  soil  fertility.  (6)  Improvement  of  farm  animals.  (7) 
Farm  records  and  accounts.  (8)  Feeds  and  feeding.  (9)  Mis- 
cellaneous problems. 

Ornamental  Gardening. — (1)  Location  of  building  and  farm 
structures.  (2)  The  lawn.  (3)  Roads,  walks  and  drives.  (4) 
Arrangement  of  trees,  shrubs  and  flowers.  (5)  Planting  and  care. 

See  also  1913  supplement  to  the  State  Course  of  Study,  issued 
by  State  Department  of  Education. 

For  laboratory  equipment , see  pages  106-107. 

For  library  equipment , see  pages  152-154. 

SECOND  YEAR. 

One  or  one-half  unit  may  be  offered. 

There  is  a growing  demand  for  more  advanced  work  in  Agri- 
culture than  that  offered  in  the  first  year.  To  meet  this  need  half 
unit  courses  may  be  offered.  One  or  not  more  than  two  of  these 
courses  may  be  offered  in  any  high  school.  First  year  Agriculture 


68 


High  School  Course  of  Study. 


is  prerequisite  to  this  work.  The  course  or  courses  should  be  offered 
for  which  there  is  a practical  need  in  the  community  and  for  which 
the  teacher  has  had  adequate  preparation.  No  teacher  should 
attempt  this  work  who  has  not  had  at  least  fifteen  horns  of  college 
work  in  Agriculture  with  a minimum  of  five  hours  in  each  half-unit 
taught.  No  course  should  be  offered  for  which  there  is  not  ample 
opportunity  to  make  practical  applications  of  principles  studied. 
Unless  provision  is  made  for  making  demonstrations,  carrying  on 
projects  and  directly  connecting  the  work  with  farm  practices, 
second  year  Agriculture  should  not  be  offered. 

Not  less  than  two  double  periods  a week  must  be  given  to  labo- 
ratory and  field  work.  Improved  herds,  silos,  modern  machinery, 
poultry,  greenhouses,  gardens,  feeding  pens,  elevators,  growing 
crops,  dairy  barns  and  other  improved  buildings,  and  other  such 
material  should  be  brought  within  the  reach  of  the  classes  through 
field  trips.  Projects  should  be  carried  on  by  the  classes  as  a whole 
and  by  individual  members  of  the  class.  Some  project  should  be 
assigned  to  or  selected  by  each  pupil.  The  pupil  should  be  held 
responsible  for  successfully  carrying  out  the  work  and  making  a 
report  at  the  end  of  the  course.  The  class  as  a whole  should  work 
out  a few  such  projects.  A notebook  should  be  kept  by  each  pupil 
in  which  is  kept  a record  of  all  laboratory,  field  and  project  work. 
The  laboratory  exercises  should  be  planned  to  avoid  duplicating 
work  given  in  first  year.  Much  of  the  material  for  the  laboratory 
work  in  these  courses  can  be  secured  at  home.  No  list  of  required 
apparatus  is  appended  to  this  manual.  Under  each  course  is  sug- 
gested the  material  which  should  be  in  the  laboratory.  Such  of 
this  material  as  can  not  be  secured  at  home  may  be  secured  from 
the  scientific  companies  mentioned  in  connection  with  laboratory 
equipment  for  first  year  Agriculture.  The  Missouri  College  of 
Agriculture  at  Columbia  will  furnish  at  cost,  collections  of  economic 
seeds,  plants  and  weeds,  plant  diseases,  injurious  insects  and  typical 
Missouri  soils. 

HORTICULTURE. 

One-half  unit. 

The  work  in  horticulture  should  not  be  a series  of  lessons  from  a 
textbook  but  should  be  connected  closely  with  laboratory,  field  and 
project  work.  Many  practicums  should  be  worked  out.  The 
community  should  afford  ample  opportunity  for  observation  and 
experimentation.  A room  adequate  for  sand-table,  germinators  and 
supplies  must  be  provided.  The  program  of  the  pupil  should  be 
arranged  to  give  ample  time  for  field  work.  At  least  two  double 
periods  per  week  must  be  given  to  field  and  laboratory  work.  Each 
pupil  should  keep  a notebook  covering  such  work.  The  laboratory 
exercises  should  be  arranged  to  avoid  duplicating  the  work  of  the 
first  year. 

1.  Projects : The  renovation  of  an  old  orchard;  the  renovation 
of  an  old  vineyard;  construction  of  hot  bed  and  use  for  raising  garden 
plants;  canning  club;  landscape  gardening — home  or  school;  growing 


High  School  Course  of  Study. 


69 


vegetable  crop  on  given  area;  use  of  cold  frame;  planning  and  caring 
for  public  park;  budding  and  grafting  on  a practical  scale,  storing 
grafts;  working  out  life  history  of  insects,  beneficial  and  harmful; 
flower  beds;  pruning  trees  at  different  seasons;  protecting  trees 
from  enemies  or  frosts;  collecting  and  transplanting  local  shrubs. 

2.  Field  Trigs:  Spraying;  pruning  vineyard;  pruning  orchard 
at  different  seasons;  visit  to  home  gardens;  visit  to  truck  farm;  visit 
to  nursery;  visit  to  greenhouse;  observations  for  orchard  and  garden 
insects;  budding  and  top  grafting;  inspection  of  garden  or  orchard 
products  in  store  or  storehouses  for  typical  diseases;  gathering  and 
packing  fruit. 

3.  Material  Needed:  Spraying  machine;  pruning  shears, 
knives  and  saw;  grafting  and  budding  knives;  grafting  wax  and 
strings;  smudge  pots;  stocks  and  scions;  lime;  sulphur;  arsenate  of 
lead;  paris  green;  copper  sulphate;  kerosene;  formalin;  jars  for  pre- 
serving fruits,  etc.;  insect  frames,  tree  paints  and  washes;  specimens 
of  orchard  and  garden  insects  and  diseases;  flower  pots;  germinators; 
sand  tables  for  propagation;  collection  of  local  shrubs;  collection  of 
typical  seeds;  material  for  hot  beds  and  cold  frames;  material  for 
soft  wood  cuttings;  hoes;  rakes;  dibbles;  spades,  etc. 

For  library  equipment,  see  gage  156. 


ANIMAL  HUSBANDRY. 

One-half  unit. 

Too  much  time  should  not  be  given  to  a study  from  the  text 
book  of  types,  breeds,  etc.  The  course  should  be  given  only  where 
there  is  opportunity  to  inspect  and  study  improved  stock,  good 
dairies  and  poultry  flocks.  There  is  much  material  in  the  average 
texts  which  should  not  be  studied  intensively.  The  aim  of  the 
course  should  be  to  know  more  intimately  the  best  practices  of 
breeders,  dairymen  and  poultrymen.  Sufficient  field  work  should 
be  done  to  enable  the  pupil  to  know  by  sight  a good  animal.  Dif- 
ferent types  and  breeds  should  be  studied  comparatively.  The 
different  parts  of  the  animal  should  be  known  so  well  that  the  score 
card  can  be  applied  intelligently.  Practice  should  be  given  in 
identifying  types  and  breeds.  The  co-operation  of  the  progressive 
farmers  should  be  sought.  Talks  and  demonstrations  by  the  ex- 
perienced can  be  used  to  good  advantage.  Good  barns  and  poultry 
houses  should  be  visited  and  studied.  The  handling  of  milk  and 
milk  products  should  be  studied  at  first  hand.  The  more  fun- 
damental principles  of  breeding  should  be  considered.  The  common 
diseases  should  be  given  attention.  Work  may  be  given  in  planning 
simple  buildings  and  calculating  the  cost  of  material. 

It  is  suggested  that  stock  judging  teams  be  selected  from  the 
class  and  that  contests  be  held  with  neighboring  schools. 

1.  Projects:  Keeping  dairy  record  of  one  cow;  of  a herd  of 
cows;  feeding  dairy  cow  or  cows  different  rations  and  testing  results; 
fattening  pigs  on  different  rations;  poultry  raising  and  egg  records; 
keeping  record  of  gain  in  weight  of  fattening  stock;  co-operation 


70 


High  School  Course  of  Study. 


with  feeders;  butter  making;  construction  of  poultry  house;  use  of 
the  incubator;  judging  teams;  contests  with  other  schools;  make 
surveys  of  community  or  county  as  to  pure  bred  stock;  dairy  cows, 
plan  and  location  of  barns;  care  of  stock,  etc. 

2.  Field  Trips:  Creamery  or  cream  station;  dairy  barns; 
poultry  yards;  fairs  and  exhibits;  stock  barns;  feeding  lots;  testing 
milk  for  dairyman;  slaughtering  house;  vaccination  for  cholera; 
tuberculin  test;  visit  meat  market  and  investigate  cuts  of  meat  and 
prices. 

3.  Material  Needed:  Herds;  flocks;  barns;  poultry  house, 
etc.;  score  cards,  single  and  comparative;  egg  tester;  incubator; 
complete  Babcock  Tester  for  whole,  skim,  butter  milk  and  cream; 
lactometer;  blanks  for  keeping  dairy  herd  records;  milk  and  milk 
products;  pictures  of  famous  animals. 

For  library  equipment , see  page  15 4. 

SOILS. 

One-half  unit. 

Some  good  text  such  as  Whitson  and  Walster,  Soils  and  Soil 
Fertility,  should  be  used  as  a text.  This  course  should  not  be  offered 
unless  the  school  is  able  to  use  demonstration  plots  in  connection 
with  the  work.  If  the  school  does  not  have  a demonstration  plot, 
the  co-operation  of  farmers  and  gardeners  should  be  sought  in 
showing  by  demonstration  the  principles  worked  out  in  classroom. 
The  pupils  should  be  given  sufficient  field  and  laboratory  exercises 
to  know  the  different  soils  and  their  physical  properties.  Field  trips 
should  be  frequent  and  should  be  made  for  very  definite  purposes. 
Fertilizers  should  be  studied  and  some  work  done  in  home  mixing 
of  fertilizers.  The  effect  of  plowing  at  the  different  seasons  should 
be  worked  out  in  demonstration.  The  condition  of  the  soil  after 
growing  different  crops  can  be  studied  from  local  fields.  Mulches 
and  catch  crops  should  be  studied  in  the  field.  The  plan  of  the 
field  and  laboratory  work  should  be  such  that  the  work  has  a direct 
bearing  on  the  best  farm  practices.  At  least  two  double  periods 
per  week  should  be  given  to  field  and  laboratory  work. 

1.  Field  and  Project  Work:  The  use  of  the  different  fertilizers 
and  manures  with  farm  crops.  Mulches;  cover  crops;  deep  and 
shallow  plowing  ground  at  different  seasons;  freezing;  continued 
cropping;  crop  rotation;  inoculation;  soil  drainage;  water  tables; 
water  capacity  of  different  soils;  temperature  of  soils;  the  effect  on 
plants  of  withholding  certain  elements;  have  soil  analysis  made  and 
determine  the  fertilizers  needed  for  certain  soils.  Construct  soil 
maps  of  township,  county,  state.  Plan  definite  rotations;  visit  to 
implement  dealers  and  farmers  to  study  soil  machinery;  visit  to 
barnyard  to  investigate  handling  of  manure. 

2.  Material  Needed:  Soil  augers,  soil  thermometers,  sample 
soil  carrying  case,  capillary  tubes,  sampling  tube,  percolation  tubes, 
commercial  fertilizers,  raw  fertilizer  material,  supply  of  all  soils. 

For  library  equipment,  see  page  155, 


High  School  Course  of  Study. 


71 


FIELD  CROPS. 

One-half  unit. 

The  work  in  field  crops  should  be  based  on  some  good  text  such 
as  Wilson  and  Warburton,  Livingston  or  Montgomery.  This  course 
correlates  well  with  the  course  in  soils.  The  laboratory  should  be 
well  supplied  with  specimens  of  all  the  standard  types  and  varieties 
of  farm  crops.  There  should  be  an  abundance  of  material  for  judg- 
ing the  principal  grains.  If  possible,  practice  should.be  given  at 
fairs,  shows  and  in  the  field  to  test  the  pupils’  powers  to  discriminate. 
This  work  can  be  correlated  to  good  advantage  with  the  corn  clubs 
which  have  been  organized  in  the  different  parts  of  the  state.  Suf- 
ficient field  and  project  work  should  be  given  to  acquaint  the  pupil 
with  the  best  farm  practices. 

1.  Projects:  Pure  bred  grain  contests;  growing  plot  of  alfalfa 
or  other  legume;  growing  some  grain  adapted  to  locality  on  given 
area;  plant  grain  with  and  without  smut-results;  test  seed  for 
farmers;  select  seed  corn  from  fields  for  farmers;  estimate  cost  per 
acre  to  farmers;  growing  standard  crops;  plan  crop  rotations  for 
given  farm;  treat  grain  for  smut  or  weevil;  class  or  school  exhibit 
at  fairs  or  corn  shows;  grain  judging  contests  with  neighboring 
schools;  test  corn  from  crib,  shock,  stalk  and  rack;  cover  corn  ears 
or  detassel  before  pollen  has  fallen;  construct  grain  map  of  town- 
ship, county  and  state;  graph  relative  amount  of  the  different 
grains  grown  in  the  United  States. 

2.  Field  Trips:  Observation  of  treatment  for  smut;  observa- 
tion of  treatment  for  weevil;  the  silo;  estimate  loss  of  corn  due  to 
poor  stand;  selection  of  seed  corn  from  field;  fairs  and  exhibits; 
damage  from  Hessian  fly  or  chinch  bug;  stored  grain;  the  effect  of 
fertilizers;  flour  mill;  effect  of  freezing  on  winter  crops;  weeds  left 
to  go  to  seed. 

3.  Material  Needed:  Collection  of  grains  and  seed,  types 
and  breeds  of  principal  grains  and  grasses,  specimens  of  grains  and 
grasses  in  the  stalk,  specimens  of  the  different  legumes,  specimens  of 
the  sorghums,  grain  products,  different  seed  germinators,  grain 
tester,  weed  seeds,  racks  for  storing  seed  corn,  supply  of  grains  for 
judging  score  cards,  insect  cages  and  nets,  mounted  insects,  mag- 
nifiers. 

For  library  equipment,  see  pages  15^-155. 

EDUCATION. 

Three  units  may  be  offered. 

Full  outlines  of  this  work  are  found  in  the  Syllabus  of  Courses 
in  Education  for  Teacher- Training  High  Schools,  issued  by  the  State 
Superintendent  of  Schools.  Suggestions  concerning  text  and  refer- 
ence books  and  the  regulations  under  which  these  courses  are  given 
are  part  of  the  same  syllabus, 


72 


High  School  Course  of  Study. 


COURSE  ONE. 

Given  during  the  third  year. 

An  intensive  nine  weeks’  study  of  each  of  the  following:  reading 
and  spelling,  grammar  and  language,  geography,  and  arithmetic. 
All  should  be  presented  as  material  which  the  student  will  soon  be 
teaching,  method  and  device  being  emphasized. 

COURSE  TWO. 

Given  during  the  fourth  year. 

Physiology,  sanitation,  school  hygiene,  and  a study  of  the  pupil’s 
mental  capacities  are  given  during  the  first  half  year.  The  second 
half  year  is  devoted  to  school  management,  school  law,  rural  school 
and  rural  life  problems,  and  school  administration. 

COURSE  THREE. 

Given  during  the  fourth  year. 

General  principles  of  teaching,  method  applied  to  presentation 
of  subjects  taught  in  the  rural  schools,  and  observation  lessons  in 
these  subjects  constitute  this  course.  As  part  of  this  work  the 
State  Course  of  Study  for  Rural  and  Graded  Schools  is  thoroughly 
studied. 

For  library  equipment , see  syllabus  mentioned  above. 


PEDAGOGY. 

One  unit  may  be  offered. 

Pedagogy  should  be  offered  only  in  such  schools  as  are  able  to 
place  a very  strong,  skillful  and  enthusiastic  teacher  in  charge  of 
the  work.  In  general,  the  teacher  should  have  the  qualifications  in 
education  and  experience  which  are  required  of  teacher-training 
instructors.  Successful  and  varied  experience,  a thorough  ac- 
quaintance with  recent  educational  literature,  and  resourcefulness 
in  teaching  are  essential.  A library  containing  at  least  fifty  dollars’ 
worth  of  modern  pedagogical  books  should  be  provided.  Each 
student  who  completes  the  full  year  of  this  subject  should  have  the 
State  Course  of  Study  for  Rural  and  Graded  Schools,  and  two  or  more 
good  textbooks.  A brief  study  of  psychology  should  be  made  as 
preparation  for  the  more  distinctly  pedagogical  work  of  manage- 
ment and  method. 

School  management  should  include  a study  of  school  equipment 
and  its  use,  school  sanitation  and  school  health,  the  teacher,  organ- 
izing the  school,  government  and  incentives,  the  recitation,  review, 
and  examinations,  classifications  and  promotion,  attendance  records 
and  reports,  a brief  study  of  Missouri  school  administration  and 
important  sections  of  the  law,  rural  school  problems,  such  as  con- 
solidation, approved  rural  schools  and  the  relation  of  the  school 
to  the  community. 


High  School  Course  of  Study . 73 


The  work  in  method  should  deal  with  the  course  of  study,  the 
presentation  of  subject  matter,  and  the'  teachers  of  the  subjects  in 
elementary  schools  with  the  emphasis  upon  the  primary  grades. 
For  more  detailed  information  concerning  the  course  in  pedagogy  con- 
sult the  Syllabus  of  Courses  in  Education  for  Teacher- Training  High 
Schools,  issued  by  the  State  Superintendent  of  Schools. 

For  library  equipment,  see  pages  161-162. 

COMMERCIAL  GEOGRAPHY. 

One-half  unit  may  be  offered. 

As  the  history  of  commerce  is  concerned  with  the  past  of  com- 
merce, so  commercial  geography  describes  and  seeks  to  explain  the 
industry  and  commerce  of  nations  today.  It  is  “a  comparative 
study  of  the  nations  of  the  world,  their  commercial  prominence  and 
their  contest  for  the  trade  of  the  world.” 

The  introductory  work  should  cover:  (1)  the  effect  of  surface, 
soil,  climate,  etc.,  that  is,  the  physical  factor  of  commerce;  (2)  the 
influence  of  race,  religion,  education,  commercial  policies,  etc.,  that 
is,  the  human  factor  in  commerce;  (3)  the  effect  of  economic  forces 
on  production  and  commerce;  (4)  means  of  transportation  and 
communication. 

Following  this  should  come  a detailed  study  of  the  United 
States  by  sections  and  then  as  a whole,  with  reference  to  physical 
features,  and  climate,  natural  resources,  population,  leading  in- 
dustries, transportation  facilities  and  commerce,  especially  foreign 
commerce;  then  a study  of  the  outlying  possessions  of  the  United 
States;  and  finally  a survey  of  other  important  commercial  countries 
from  the  same  viewpoint. 

The  textbook,  supplemented  by  map  work  and  assigned'readings. 
For  purposes  of  illustration,  samples  of  commercial  staples,  lantern 
slides,  stereoptican  pictures,  etc.,  should  be  freely  employed,  and 
wherever  possible,  visits  of  inspection  made  and  informal  lectures 
secured  by  experts  in  various  industries. 

Commercial  geography  should  be  preceded  by  physical  geo- 
graphy, in  case  both  are  given. 

For  library  equipment,  see  pages  156-157. 

BOOKKEEPING. 

One  or  one-half  unit  may  be  offered. 

Note  I.  The  work  of  one  unit  in  bookkeeping  is  the  equivalent 
of  that  normally  done  in  five  eighty-minute  periods  a week  for  the 
school  year. 

Note  II.  The  work  of  one-half  unit  consists  of  that  normally 
done  in  five  eighty-minute  periods  a week  for  one-half  of  the  school 
year  or  five  forty-minute  periods  a week  for  the  entire  school  year. 

Note  III.  Bookkeeping  may  not  be  offered  in  a two  year  high 
school. 

The  student  should  become  familiar  with  the  meaning  of  double 
entry  terms,  with  rules  for  debit  and  credit,  and  the  kinds  and  uses 


74 


High  School  Course  of  Study. 


of  books  required  in  accounting.  He  should  acquire  the  ability  to 
keep  a single  entry  and  a double  entry  set  of  books.  Furthermore, 
he  should  become  familiar  with  such  standard  business  forms  as 
bills,  receipts,  checks,  notes,  time  and  sight  drafts,  endorsements, 
invoices,  accounts  sales,  deposit  tickets,  express  receipts,  bills  of 
lading,  statements  of  account,  balance  sheets,  etc.  He  should  be- 
come familiar  also  with  the  forms  of  business  letters,  beginnings  and 
endings,  etc.,  and  should  know  how  to  write  and  answer  telegrams 
and  advertisements. 

Bookkeeping  should  be  done  largely  under  the  eye  of  the  teacher 
as  laboratory  work.  Good  penmanship,  neatness  in  work,  accuracy 
and  speed  must  all  be  acquired  in  such  laboratory  practice.  The 
exercises  in  some  of  the  texts  which  are  offered  by  the  various  pub- 
lishers on  first  lessons  or  elementary  principles  would  naturally  form 
the  basis  for  much  of  such  work,  unless  the  teacher  prepares  his  own 
exercise  work  according  to  a similar  plan.  The  best  evidence  of 
good  work  in  this  subject  is  the  character  of  exercise  work  which 
the  student  can  present  as  a result  of  his  laboratory  practice. 

STENOGRAPHY  AND  TYPEWRITING. 

Two  units  may  be  offered . 

Note  I.  No  credit  will  be  given  for  stenography  and  typewriting 
unless  two  units  of  the  work  are  done.  Two  units  work  means  five 
eighty-minute  periods  a week  for  two  school  years. 

Note  II.  No  credit  is  given  for  either  shorthand  or  typewriting 
when  taken  alone. 

Note  III.  No  credit  is  allowed  in  stenography  and  typewriting 
if  offered  below  the  third  year. 

The  touch  method  is  strongly  recommended  in  typewriting. 

The  object  is,  first,  accuracy,  and  second,  speed  in  taking  dic- 
tation and  transcribing  notes.  Equally  essential  are  correct  spelling, 
capitalization,  punctuation  and  paragraphing. 

No  credit  should  be  given  unless  the  following  speed  is  attained: 
at  end  of  first  year,  75  words  per  minute  in  dictation  and  25  words 
per  minute  on  the  machine;  at  the  end  of  second  year,  500  words  in 
5 minutes  in  dictation,  and  35  words  per  minute  in  transcription  of 
notes.  / 

Thorough  training  should  also  be  given  in  care  of  the  machine, 
and  in  methods  of  copying,  manifolding  and  filing  papers. 

The  teacher  in  charge  of  this  department  should  be  a graduate 
of  a first  class  high  school,  or  the  equivalent,  prior  to  the  time  of 
making  preparation  to  teach  this  work.  The  teacher  should  also 
have  graduated  from  a standard  business  college  and  should  have 
had,  in  addition,  courses  in  college  English  and  composition. 


High  School  Course  of  Study. 


75 


COMMERCIAL  LAW. 

One-half  unit. 

This  course  should  not  be  given  before  the  fourth  year  of  the 
high  school  and  should  be  given  only  in  such  high  schools  as  main- 
tain a commercial  course.  The  object  of  the  course  should  not  be 
to  master  the  technical  terms  and  peculiar  forms  of  procedure,  but 
rather  to  acquaint  the  pupil  with  the  more  common  principles  of 
law  which  govern  the  every-day  transactions.  Much  laboratory 
work  should  be  given  to  studying  and  drawing  up  the  common  legal 
forms.  Such  work  should  be  given  as  will  enable  the  pupil  to  pro- 
tect himself  in  ordinary  business  transactions.  Talks  by  local 
attorneys  on  special  phases  of  the  law  are  advisable. 

The  following  topics  are  suggestive:  Contracts,  their  nature, 
essentials  and  effects;  sales;  interest  and  usury;  bills  and  notes; 
agency;  partnership;  real  property  and  mortgages;  liens  and  at- 
tachments; bailments;  insurance;  landlord  and  tenant;  leases; 
deeds. 

A standard  text  such  as  Huff  cut,  Elements  of  Business  Law; 
Ginn;  Weed,  Business  Law,  D.  C.  Heath  & Co.;  Gano,  Commercial 
Law,  American  Book  Co.,  should  serve  as  a basis  for  the  work. 

MUSIC. 

One  unit  may  be,  offered. 

One  unit  of  credit  may  be  given  for  high  school  music  organized 
according  to  the  following  plan: 

A.  Chorus  work,  three  periods  per  week.  This  should  repre- 
sent a culmination  of  the  singing  work  done  in  the  grammar  grades 
and  should  supply  the  community  and  social  music  of  the  school. 
Three  periods  a week  of  band  or  orchestra  practice  may  be  sub- 
stituted for  chorus  work. 

B.  Music  appreciation  and  technical  music,  five  periods  a 
week.  Music  appreciation  should  deal  with  the  historical,  bio- 
graphical and  formal  aspects  of  music.  Its  main  object,  however, 
should  be  to  get  pupils  in  touch  with  the  beauties  of  music  that  they 
might  not  otherwise  appreciate.  The  technical  part  of  the  course 
should  deal  with  harmony  and  free  composition.  The  pupil  should 
acquire  the  ability  to  do  the  following: 

1.  To  become  proficient  in  sight  reading. 

2.  To  sing  a selection  in  the  key  and  time  in  which  it  is  written, 
after  having  had  the  pitch  “C”  given  to  them.  Either  the  “movable 
do”  or  “fixed  do”  methods  may  be  used,  or  better  still,  the  syllable 
“la”  as  disassociated  from  either.  In  the  matter  of  difficulty,  the 
selection  should  be  on  a par  with  songs  found  in  books  suitable  for 
high  school  choral  practices,  such  as  Hoff’s  Coropa  Song  Book, 
Ripley  and  Tapper’s  Advanced  Music  Reader  (The  Natural  Course), 


76 


High  School  Course  of  Study. 


Smith’s  Fourth  Book  (The  Modern  Music  Series),  Tomlin’s  Laurel 
Song  Book,  The  New  Song  Reader  by  C.  A.  Fullerton. 

3.  To  name  and  qualify  (perfect,  major,  minor,  augmented, 
diminished)  intervals  struck  on  the  piano,  both  in  succession  and 
combination,  by  other  persons.  The  pupils  should  not  see  the 
keys  as  they  are  struck,  but  should  recognize  the  intervals  by  ear. 
The  tests  as  given  under  2 and  3 are  for  the  purpose  of  a clear  recog- 
nition of  tones  and  their  symbols.  Tapper’s  First  Year  Harmony. 

4.  To  harmonize  given  bass  and  soprano,  to  be  able  to  hear, 
think  and  record  tone  as  he  hears,  as  he  would  think  and  record 
words  in  his  study  of  language,  implying  a knowledge  of  the  pri- 
mary and  secondary  triads  in  major  and  minor  and  their  inversions, 
and  of  the  chord  of  the  dominant  seventh  with  its  inversions  and 
resolutions.  Tapper’s  First  Year  Harmony,  or  an  equivalent  text, 
should  be  the  basis  of  this  work. 

The  following  distribution  of  time  is  suggested  for  part  B of 
the  course: 

1.  Music  appreciation,  two  periods  a week.  This  time  should 
be  devoted  to  lecture  concerts  or  recitals  after  the  plan  of  W.  S.  B. 
Matthews  in  “How  to  Understand  Music,”  or  as  suggested  in  “A 
New  Correlation,”  Victor  Talking  Machine  Company.  Outside 
reading  should  be  assigned  and  work  required  the  same  as  in  other 
high  school  classes. 

2.  Harmony,  two  periods  a week.  The  ground  covered  should 
be  the  equivalent  of  Tapper’s  First  Year  in  Harmony. 

3.  History  of  music,  biography,  etc.,  one  period  a week. 

For  a list  of  required  library  books,  see  pages  159-161. 

DRAWING. 

Two  units  may  be  offered. 

The  work  of  one  unit  in  drawing  is  the  equivalent  of  that  normally 
done  in  five  eighty-minute  periods  a week  for  the  school  year. 

The  outline  below,  recently  adopted  by  the  North  Central 
Association  of  Colleges  and  Secondary  Schools,  indicates  the  nature 
of  the  work  which  should  be  included  in  the  two  units  of  Drawing. 
While  the  work  is  not  separated  here  into  a first  and  second  year,  the 
more  elementary  forms  of  each  phase  of  the  subject  should  be  selected 
for  the  first  year.  Approximately  one-third  the  time  should  be  given 
to  representative  drawing  and  two-thirds  to  decorative  composition, 
constructive  and  decorative  design,  construction  and  applied  design. 

The  outline  is  as  follows: 

Pictorial. — Plant  study  (flowers,  sprays  of  leaves,  seeds,  pods, 
etc.).  Object  study.  Landscape  (roof  studies,  buildings,  etc.) 
Pose  drawing.  Composition. 

Decorative  Composition. — Plant  forms,  object  study,  landscape, 
pose. 

Decorative  Design. — Plant  analysis  (for  the  purpose  of  design). 
Conventionalized  plant  forms.  Decorative  units,  borders,  surfaces, 
corners,  rosettes,  posters,  book  covers,  etc.  Stencils,  wood-block 


High  School  Course  of  Study. 


77 


printing.  Historic  ornament.  Arrangement  of  straight  lines,  and  of 
straight  and  curved  lines.  Geometric  design.  Lettering,  illuminat- 
ing. Schemes  for  interior  decoration. 

Constructive  Design. — Designs  for  pottery,  leather,  metal, 
bookbinding,  furniture,  cardboard  construction,  textiles,  etc. 

Crafts. — Pottery,  leather  work,  metal  work,  bookbinding, 
furniture  (choice  of  one  or  more  of  the  above  crafts). 

Applied  Design. — Design  applied  to  the  crafts  and  to  card- 
board, textiles,  etc. 

Illustration. 

Talks  on  history  and  industry  of  art,  on  civic  planning,  domestic 
architecture  and  decoration. 

Instrumental  drawing  to  be  given  as  needed  to  meet  the  re- 
quirements of  practical  designing  and  construction. 

Note. — Mediums  used:  pencil,  charcoal,  water  colors,  crayons, 
brush  and  India  ink,  and  a combination  of  the  pure  mediums. 

It  is  desirable  to  accentuate  the  life  interest  in  these  subjects  as 
well  as  the  technical  achievement.  Taught  from  the  standpoint  of 
their  social  interest,  these  topics  may  be  made  of  great  benefit  in  the 
adjustment  of  the  student  to  social  life.  For  example,  in  constructive 
design  the  problem  of  the  house  could  be  studied  from  the  viewpoints 
of  convenience,  suitability,  cost,  appearance,  etc.  Under  decorative 
design,  schemes  for  the  interior  decoration  of  one  or  more  rooms  in 
the  individual  pupil’s  house  (as  planned  above)  could  be  worked 
out.  This  idea  might  be  extended  to  embrace  business  houses, 
factories,  etc.  The  pictorial  composition  could  deal  largely  with  the 
industrial  occupations  of  man,  with  sketch  and  pose  work  made 
tributary  to  this  end.  Complete  expression  is  to  be  sought;  and, 
whenever  possible,  the  problem  should  be  approached  from  the  side 
of  its  relation  to  the  life  of  the  student. 

MANUAL  TRAINING. 

Two  units  may  be  offered. 

A unit  in  manual  training  or  mechanical  drawing  is  the  equiva- 
lent of  that  normally  done  in  five  eighty-minute  periods  a week  for  the 
school  year. 

A two-unit  course  in  woodworking  is  outlined  and  one  unit  course 
in  mechanical  drawing.  In  the  larger  high  schools  these  two  sub- 
jects are  offered  separately.  In  the  smaller  high  schools  a correlated 
course  in  woodworking  and  mechanical  drawing  will  perhaps  be 
found  more  advantageous. 

WOODWORKING. 

First  unit. 

In  the  outline,  given  below,  of  a one  year  course  in  woodworking, 
the  work  has  been  arranged  in  groups.  Each  group  contains  a 
number  of  problems  involving  the  same  process.  The  arrangement 
provides  for  the  uneven  progress  of  the  class,  and  the  teacher  is 
able  to  keep  all  members  of  the  class  engaged  on  the  same  type  of 
work,  although  working  on  different  objects.  A number  of  sup- 


78 


High  School  Course  of  Study. 


plementary  exercises  should  be  provided.  The  student  may  be 
permitted  to  make  almost  any  object  which  involves  the  processes 
or  principles  of  the  group  in  which  the  class  is  working.  The  subject 
matter  is  indicated  under  the  heading  “Processes.” 

If  mechanical  drawing  is  correlated  with  the  woodworking, 
the  amount  done  under  each  group  will  necessarily  be  less  than  if 
woodworking  were  taken  alone  and  the  corresponding  amount  of 
work  should  be  done  in  the  mechanical  drawing. 

In  taking  the  course  outlined,  the  student  should  learn  the  fol- 
lowing : 

With  reference  to  tools. — (1)  To  use  the  rule  in  measuring  and 
dividing  spaces.  (2)  How  and  when  to  use  knife  and  pencil  in  laying 
out  work.  (3)  To  use  dividers  or  compasses  to  draw  arcs  or  divide 
spaces.  (4)  To  use  try-square  to  lay  out  work  and  to  test  work. 
(5)  To  use,  adjust  and  sharpen  jack  plane  and  block  plane.  (6) 
When  and  how  to  use  cross-cutting  saw,  rip  saw  and  back  saw,  to- 
gether with  a knowledge  of  the  distinguishing  characteristics  of  these 
saws  and  the  reasons  for  these  differences.  (7)  To  use  and  sharpen 
chisels.  (8)  To  use  hammer  and  nail  set.  (9)  To  use  screw  driver 
and  countersink  for  setting  screws.  (10)  To  use  brace  and  bit,  and 
also  how  sizes  of  bits  are  designated.  (11)  How  and  when  to  use 
spoke-shave,  file  and  sandpaper.  (12)  To  use  gouge.  (13)  To 
name  all  of  the  tools  used. 

With  reference  to  processes. — (1)  To  make,  mark  and  use  a 
working  corner.  (2)  To  take  proper  steps  in  making  a board  a given 
length,  width  and  thickness.  (3)  To  detect  direction  of  grain  and 
use  this  knowledge.  (4)  To  lay  out  and  bore  a hole  through  a board. 
How  to  bore  to  depth.  (5)  To  plane  a surface  true.  (6)  To  lay 
out  and  make  a chamfered  corner.  (7)  To  lay  out  and  make  a 
rounded  corner.  (8).  To  make  a “butt”  joint.  (9)  To  lay  out  and 
make  properly  a housed  or  dado  joint.  (10)  To  lay  out  and  make’ 
properly  a cross-lap  joint.  (11)  To  lay  out  and  make  properly  a 
“mortise  and  tenon”  joint.  (12)  To  make  a glue  joint.  (13)  To 
lay  out  and  make  miter  joint.  (14)  To  construct  a panel.  (15)  To 
apply  simple  finishes. 

The  outline  is  as  follows: 

Group  It  Giving  the  first  use  of  the  saw  and  the  laying-out 
tools,  such  as  the  gage,  try-square  and  i^ule. 

Processes. — Measuring,  squaring,  gaging,  sawing,  boring,  mak- 
ing dowel. 

Problem.  Game  board,  counting  board,  laundry  list,  puzzle, 

etc. 

Group  II.  Emphasizing  the  first  use  of  the  plane. 

Process. — Planing:  surface,  edge,  to  dimensions,  chamfering. 

Problem. — Swing-board,  hat  rack,  bread  cutting  board,  etc. 

Group  III.  Teaching  the  first  use  of  the  chisel. 

Processes. — Vertical  chiseling,  gouging,  paring,  sharpening 
chisel. 

Problem. — Shelf  and  brush-rack,  tray,  sleeve-board,  etc. 


High  School  Course  of  Study. 


79 


Group  IV.  Involving  “form-work”  and  the  first  use  of  the 
spoke-shave. 

Processes. — Bow-sawing,  modeling,  sand-papering. 

Problem. — Coat  hanger,  tool  handle,  canoe  paddle,  etc. 

Group  V.  The  construction  of  objects  by  means  of  some  form 
of  the  groove  joint. 

Processes. — Housing,  halving,  nailing,  carving,  finishing. 

Problem. — Waterwheel,  test-tube  rack,  book-rack,  flower-pot 
stand,  loom,  sled,  box-trap,  bracket-shelf,  knife-polishing  board, 
towel  roller,  etc. 

Group  VI.  More  exact  work  in  planing  in  order  to  make  a 
glue  joint. 

Processes. — Planing  joints,  gluing,  clamping. 

Problem. — -Bread-molding  board,  drawing  board,  bench-hook, 

etc. 

Group  VII.  Construction  by  means  of  the  mortise-and-tenon 
joint. 

Processes. — Laying  out  duplicate  pieces,  cutting  a mortise, 
sawing  tenon,  finishing. 

Problem. — Stool,  plant-stand,  taboret,  umbrella  rack,  table, 

etc. 

Group  VIII.  Construction  involving  the  mitre  joint. 

Processes. — Planing  parallel  edges  and  sides,  use  of  miter-box, 
laying  out  brace. 

Problem. — Mitre-box,  framing  a picture,  box,  bracket,  etc. 

Group  IX.  Elementary  cabinet  making  involving  the  use  of 
panel. 

Processes. — Plowing,  fitting,  putting  on  hinges. 

Problem. — Sewing  cabinet,  music  cabinet,  plate-rack,  screen, 
book-case,  etc. 

Note  I.  The  teacher  should  be  familiar  with  the  amount  of 
time  necessary  to  construct  a given  article  and  should  insist  that 
the  pupils  make  this  article  in  this  given  length  of  time  with  a 
reasonable  degree  of  accuracy.  In  too  many  courses  the  time  ele- 
ment is  neglected.  Pupils  are  allowed  to  take  an  unreasonable 
length  of  time  to  make  an  article.  This  tends  to  decrease  their 
efficiency  rather  than  increase  it,  and  is  a handicap  to  them  if  they 
wish  to  enter  a commercial  establishment  or  a vocational  school. 
No  work  is  worth  doing  if  it  cannot  be  done  in  a fair  length  of  time. 
It  is  suggested  that  the  teacher  keep  a record  card  in  every  project 
for  the  individual  pupils.  This  card  should  show  the  nature  and 
amount  of  material  used  and  the  time  spent  in  completing  the  proj- 
ect. 


80 


High  School  Course  of  Study. 


WOODWORKING. 

Second  unit. 

The  second  unit  in  woodworking  should  be  chiefly  in  furniture 
and  cabinet  making.  In  this  connection  the  source  of  the  various 
woods  of  commercial  value  should  be  studied.  The  chief  char- 
acteristics of  the  various  kinds  of  wood  and  commercial  uses  of  same 
should  receive  proper  attention.  The  seasoning  of  woods,  the  dif- 
ferent ways  of  sawing  woods  and  reason  for  same  should  be  studied, 
also  the  commercial  value  of  different  woods.  The  pupils  should 
study  and  criticise  the  various  styles  and  designs  of  furniture  so  as 
to  distinguish  between  good  and  bad  design.  If  such  a thing  is 
possible,  inspection  trips  should  be  made  to  furniture  factories  so 
that  the  pupils  may  become  familiar  with  the  various  methods  used 
in  the  construction  of  furniture  on  the  commercial  basis.  A more 
detailed  study  should  be  made  of  the  various  finishing  processes; 
the  nature  and  composition  of  various  fillers,  varnishes,  glues,  etc. 

Working  drawings  should  be  made  of  all  pieces  of  furniture  or 
cabinets  before  the  actual  bench  work  is  begun. 

While  the  chief  work  in  the  second  unit  of  woodworking  should 
be  bench  work  in  the  making  of  furniture  and  cabinets,  wherever 
possible  some  time  should  be  given  to  woodturning  and  at  least  from 
one  to  three  turning  lathes  should  be  installed  in  the  work  shop. 

No  definite  detailed  outline  of  the  second  year’s  work  is  here 
attempted. 

In  general,  the  following  course  should  be  pursued: 

a.  Begin  by  designing  and  constructing  some  piece  of  simple 
furniture.  Before  beginning  the  bench  work  make  working  sketches 
and  then  the  complete  mechanical  drawing  from  the  sketches. 
Suggested  objects  for  construction:  magazine  rack,  umbrella  rack, 
stool,  window  box,  etc. 

b.  Design  and  construct  a more  difficult  piece  of  furniture, 
working  in  the  mortise  and  tenon  joint:  Objects,  table,  big  chair, 
etc. 

c.  Design  and  construct  a piece  of  furniture  involving  panel 
and  drawer  construction.  Wall  cabinet,  music  cabinet,  buffet, 
etc. 

d.  In  the  construction  of  chairs  give  some  attention  to  up- 
holstering; the  various  materials  used  for  such.  If  possible  get 
pupils  to  upholster  some  piece  of  old  furniture. 

e.  (a)  Under  woodturning  study  structure,  care  and  use  of 
lathe,  (b)  Application  of  technique  involved  should  be  applied 
by  working  out  such  objects  as  mallet,  rolling  pin,  bat,  dumb-bell, 
Indian  club,  napkin  ring,  etc.  (c)  If  possible,  make  use  of  wood- 
turning in  combination  with  bench  work  in  construction  of  some 
simple  piece  of  furniture. 


High  School  Course  of  Study. 


81 


A good  deal  of  liberty  should  be  allowed  pupils  in  the  selection 
of  the  pieces  of  furniture  which  each  wishes  to  construct.  Preferably 
such  things  should  be  made  as  are  needed  in  the  school  or  in  the 
home. 

Whatever  mechanical  processes  are  used  in  this  work  should 
be  in  keeping  with  the  best  industrial  practices  of  the  day  and  no 
high  school  should  attempt  the  second  year’s  course  in  woodworking 
unless  machinery  such  as  a jointer,  planer,  combination  saw  machines, 
etc.,  can  be  provided,  thus  approximating  actual  shop  conditions. 

For  library  equipment,  see  page  157. 

For  shop  equipment,  see  pages  109-111. 

MECHANICAL  DRAWING. 

One  unit  may  be  offered. 

A unit  in  mechanical  drawing  is  the  equivalent  of  the  work  nor- 
mally done  in  five  eighty-minute  periods  of  work  for  the  school  year. 

The  unit  of  mechanical  drawing  may  be  offered  as  a separate 
subject  under  manual  training.  In  some  high  schools,  however,  it 
may  be  more  advantageous  to  correlate  mechanical  drawing  with 
woodworking.  If  mechanical  drawing  is  so  correlated  with  the 
shop  work  the  introduction  of  the  mechanical  drawing  subject 
matter  in  an  orderly  manner  should  not  be  sacrificed  to  meet  such 
correlation.  By  proper  selection  and  arrangement,  working  draw- 
ings may  be  made  the  means  of  introducing  the  various  steps 
in  mechanical  drawing. 

The  outline  given  below  is  not  intended  as  a detailed  course 
in  the  subject  but  is  merely  an  outline  to  show  about  what  should 
be  covered  in  one  year’s  work. 

I.  The  use  of  the  drawing  instruments. — Pencil;  the  T-square; 
the  triangles;  the  ruling  pen;  the  compasses;  the  dividers;  the  scale; 
the  curve  ruler,  etc. 

II.  Working  knowledge. — To  fasten  paper  to  board;  precau- 
tions to  insure  neatness;  arrangement;  rapid  drafting;  penciling; 
inking;  erasing;  laying  off  measurements;  conventional  lines;  let- 
tering the  drawing;  the  use  of  colored  inks;  to  mix  India  ink;  line- 
shading; parallel  line  shadows,  etc. 

III.  Constructive  geometry. — Bisection  of  line;  drawing  per- 
pendiculars to  any  point  in  a line;  dropping  perpendicular  from  a 
point  to  a line;  to  divide  a line  into  equal  parts;  bisect  an  angle; 
construct  an  angle  equal  to  a given  angle;  construct  triangles  when 
various  parts  are  given;  describe  an  arc  or  circumference  through 
3 given  points  not  in  same  straight  line;  to  inscribe  a regular  hexagon 
and  pentagon  in  a circle;  to  draw  a line  tangent  to.  a circle  at  a given 
point  on  the  circumference;  locate  centers;  plot  an  angle;  draw 
false  ellipse;  true  ellipse;  parabola. 

IV.  Freehand  and  mechanical  lettering.  Placing;  form;  slant 
spacing;  stroke. 


S— 6 


82 


High  School  Course  of  Study. 


PROJECTION. 

Note  I. — In  the  following  H stands  for  horizontal  and  V for 
vertical. 

V.  Orthographic  Projection .- — Definition;  angles  of  projection; 
views,  different  terms;  how  the  views  are  determined;  ground  line; 
to  represent  the  planes  of  projection;  the  relative  positions  of 
different  views;  solids  in  orthographic  projection. 

Application: 

Cylinder — Axis  parallel  to  H and  V ; plane  parallel  to  V. 

Cylinder — Axis  perpendicular  to  H;  plane  parallel  to  V. 

Sphere — Plane  parallel  to  V. 

Sphere — Plane  perpendicular  to  H;  at  angle  with  V. 

Square  Prism — Base  parallel  to  H;  plane  perpendicular  to  V, 
at  angle  with  H. 

And  other  exercises. 

Intersections  of  surfaces: 

a.  Two  cylinders;  b.  Cylinder  and  sphere;  c.  Cylinder  and 
cone,  etc. 

Shadows : 

Shadow  of  a square  prism  on  H and  V. 

Shadow  of  a cylinder  on  H. 

Shadow  of  two  blocks  on  H. 

And  other  exercises. 

VI.  Isometric  Projection  and  Cabinet  Projection.  Funda- 
mental principles — axes;  non-rectangular  objects  in  isometric  pro- 
jection; isometric  scale,  circles  in  isometric;  irregular  curves  in  iso- 
metric, shadows  in  isometric. 

Cabinet  Projection. — Fundamental  principles,  axes;  rules  for 
cabinet  projection;  circles  in  cabinet  projection;  oblique  projection; 
isometric  and  cabinet  projection  compared;  advantages  and  dis- 
advantages of  isometric  and  cabinet  projection. 

VII.  Perspective. — Perspective  drawing  defined;  picture  plane; 
point  of  sight;  lines  in  special  position;  horizon;  points  of  distance; 
vanishing  points,  etc. 

VIII.  Working  Drawings. — Card  file;  book  case;  buffet; 
drawing  desk;  work  bench;  table;  parts  of  machinery,  etc. 

IX.  Pupil  should  understand  the  process  of  blue  printing  and 
should  make  a blue  print  of  one  or  two  of  the  large  working  drawings. 

For  laboratory  equipment , see  page  112. 

For  library  equipment,  see  page  158. 

HOUSEHOLD  ARTS. 

Two  units  to  be  offered. 

One  unit  may  be  offered,  composed  of  the  most  important 
portions  of  the  two  units  given  below,  or  each  of  the  units  mentioned 
below  may  be  offered  individually. 

The  work  of  one  unit  in  household  arts  is  the  equivalent  of  that 
normally  done  in  five  eighty-minute  periods  a week  for  the  school  year. 


High  School  Course  of  Study. 


83 


COOKING. 

One  unit. 

A unit  in  cooking  should  consist  of  (1)  a study  of  the  produc- 
tion, manufacture  and  composition  of  typical  foods,  their  classifica- 
tion according  to  the  food  principles  contained  therein,  and  the  study 
of  the  relaxation  of  these  to  the  needs  of  the  body;  (2)  a study  of  the 
fundamental  scientific  principles  underlying  the  cookery  processes 
and  their  application  in  the  cooking  of  typical  foods;  (3)  a study  of 
the  principles  involved  in  the  cleaning  and  caring  for  the  various 
sorts  of  utensils  and  materials  found  in  the  kitchen. 

Owing  to  the  fact  that  the  course  in  cooking  has  not  yet  been 
definitely  standardized,  a detailed  outline,  which  represents  the  work 
done  in  some  of  the  best  high  schools,  is  given.  The  teacher,  in 
order  to  adapt  it  to  local  conditions,  should  judiciously  make  elimina- 
tions and  additions,  and  should  modify  the  order  and  emphasis. 

The  outline  is  as  follows: 

The  Kitchen. 

Recitation. — (1)  Shape  and  size.  (2)  Equipment:  desk  and 
individual  equipment;  cupboard  and  group  equipment;  sinks  and 
supply  tables;  refrigerator;  burners  and  ranges.  (3)  Care  of  kitchen: 
reason  for  cleanliness;  means  of  securing  cleanliness;  importance  of 
order  and  system. 

Laboratory  work. — (1)  List  and  care  for  articles  in  desk.  (2) 
Clean  and  conveniently  arrange  cupboards.  (3)  Care  of  sinks  and 
supply  tables  by  different  girls — housekeepers.  (4)  Clean  re- 
frigerator. (5)  Wash  dishes  and  towels.  (6)  Care  for  burners  and 
ranges.  (7)  Read  gas  meter.  (8)  Calculate  cost  of  gas  per  hour. 
(9)  Probable  cost  in  home. 

Fuels  and  their  Combustion. 

Recitation. — (1)  Kinds  and  classes.  (2)  Value  of  different 
fuels;  calorific;  economic;  as  to  convenience.  (3)  Essentials  of 
combustion.  (4)  Meaning  of  kindling  point.  (5)  Products  of 
combustion.  (6)  Causes  and  effect  of  incomplete  combustion. 
(7)  Need  for  extraordinary  ventilation  of  kitchen.  (8)  Different 
kinds  of  gas,  carefully  studied.  (9)  Study  matches. 

Laboratory  work. — (1)  Note  effect  of  closed  and  open  mixer  of 
burner;  closed  and  open  drafts  of  stoves.  (2)  Comparison  of  various 
methods  of  supplying  oxygen  for  combustion.  (3)  Ventilate  kitchen 
and  class  room.  (4)  Compare  different  types  of  burners. 

Water. 

Recitation. — (1)  Kinds  and  composition.  (2)  Use  as  a cleaning 
agent;  use  as  a medium  in  cooking;  uses  in  the  body.  (3)  Purifica- 
tion of  water,  including  household  methods.  (4)  Treatment  of 
hard  waters. 

Laboratory  work. — (1)  Determine  temperature  of  water  when 
small  bubbles  begin  to  rise;  when  larger  bubbles  rise  and  break  at 
the  surface;  when  the  whole  surface  is  agitated.  (2)  Determine 
temperature  of  steam.  (3)  Determine  temperature  in  double  boiler. 


84 


High  School  Course  of  Study. 


(4)  Determine  source  of  home  and  school  water  supply.  (5)  Soften 
water  for  cleaning.  (6)  Filter  water  through  various  mediums. 

Fruits. 

Recitation. — (1)  Uses  of  various  grades  of  fresh  fruits.  (2) 
Composition  and  value  as  food.  (3)  Processes  of  preparing  fresh 
fruits.  (4)  Decay  of  fruit:  cause  and  prevention  of  decay;  means 
of  destroying  micro-organisms;  resistance  of  spores.  (5)  Methods 
of  preserving  fruits  and  vegetables:  sorting;  cleaning;  storing;  drying; 
sterilizing;  use  of  sugar,  spices,  vinegar;  low  temperature;  cold 
storage;  fraudulent  and  harmful  preservatives.  (6)  Uses  of  pre- 
served fruits.  (7)  Comparison  of  fresh  and  preserved  fruits  and 
vegetables  as  to  cost;  as  to  food  value.  (8)  Food  laws  governing 
sale  of  fresh  and  preserved  fruits  and  vegetables.  (9)  Reading 
and  interpreting  all  food  labels. 

Laboratory  work. — (1)  Sort  fruit  for  different  purposes.  (2) 
List  fruits  according  to  water  content.  (3)  Cook  fruits  in  various 
ways  as  boiling,  baking,  stewing,  scalloping.  (4)  Observation  of 
decay  and  mold  of  fruit.  (5)  Examination  of  bacteria  and  mold 
under  microscope.  (6)  Determine  conditions  favoring  and  retard- 
ing growth  of  micro-organism.  (7)  Can  fruit  and  vegetables  by 
different  methods.  (8)  Preserve  and  pickle.  (9)  Extra  sterilization. 
(10)  Make  jellies,  butter,  jams,  etc.  (11)  Cook  dried  fruits;  com- 
pare weight  of  fruit  before  and  after  soaking.  (12)  Make  list  of 
groceries  which  protect  fruits  from  street  dirt. 

Vegetables. 

Recitation. — (1)  Composition.  (2)  Classes:  according  to  part 
of  plant  used;  according  to  composition;  according  to  flavor. 

Laboratory  work. — (1)  Preparation  of  different  classes  of 
vegetables — tomatoes,  cabbage,  potatoes,  carrots,  turnips,  onions. 
(2)  Different  methods  as  boiling,  steaming,  stewing,  creaming, 
baking,  scalloping,  sauteing.  (3)  White  sauce  for  different  purposes. 
(4)  Cream  soups.  (5)  Examine  section  of  potato  to  see  starch 
cells.  (6)  List  ways  of  preventing  lumping  of  starchy  materials. 

(7)  Determine  thickening  power  of  different  starchy  materials. 

(8)  Use  iodine  test  on  different  starchy  foods.  (9)  Dextrinize 
flour — make  toast,  croutons,  etc. 

Starch. 

Recitation. — (1)  Structure  and  composition.  (2)  Various 
theories  as  to  starch  cell.  (3)  Properties:  effect  of  moist  and  dry 
heat;  effect  of  acids;  tests  for  starch.  (4)  Digestion  and  value  as 
food.  (5)  Method  of  cooking  as  related  to  composition.  (6)  Value 
of  vegetables  in  the  diet. 

Ceteals. 

Recitation. — (1)  Composition.  (2)  Value  as  food.  (3)  Struc- 
ture. (4)  Manufacture.  (5)  Kinds:  comparative  value  and  cost. 

(6)  Effect  of  different  methods  of  cooking  on  flavor  and  digestion. 

(7)  Predigested  cereals. 

Laboratory  work. — (1)  Cook  different  kinds  of  cereals  by 
different  methods,  using  fireless  cooker,  if  possible.  (2)  List  amounts 
of  different  cereals  that  ten  cents  will  buy;  fruit  combinations. 


High  School  Course  of  Study. 


85 


Sugar.  , 

Recitation. — (1)  Source,  kinds  and  composition.  (2)  Manu- 
facture of  sugars  and  syrups.  (3)  Properties:  effect  of  heat;  moist- 
ure; dryness;  effect  of  acid.  (4)  Digestion  and  value  as  food;  danger 
of  excess.  (5)  Adulteration  of  confectionery.  (6)  Glucose. 

Laboratory  work. — (1)  Make  syrup  test  with  thermometer. 

(2)  Make  peanut  brittle,  fondant,  caramel.  (3)  Make  syrup, 
frosting,  marguerites.  (4)  Make  fudge,  creams.  (5)  Figure  cost 
of  homemade  and  purchased  candies.  (6)  Trip  to  candy  factory 
or  kitchen,  if  possible. 

Milk. 

Recitation. — (1)  Composition.  (2)  Value  as  food:  value  of 
casein;  importance  of  nitrogen;  nutritive  value  for  young  and  adult. 

(3)  Effect  of  heat:  effect  of  high  temperature  in  making  cottage 
cheese  and  junket;  relation  of  temperature  of  cooking  to  digestion; 
effect  of  pasteurizing  and  sterilizing  on  nutritive  value  and  flavor. 

(4)  Effects  of  acid,  rennet,  bacteria.  (5)  Care  of  milk:  importance 
of  cleanliness  and  low  temperature;  milk  as  a carrier  of  infection; 
dangers  of  old  milk.  (6)  Milk  as  found  on  the  market:  modified, 
certified,  condensed,  and  slightly  condensed,  malted,  pasteurized, 
etc.  (7)  Factors  in  cost  of  milk.  (8)  Milk  products.  Effect  of 
cleanliness  and  temperature  on  flavor.  (9)  Food  laws  concerning 
milk  and  milk  products;  inspection  of  dairies  and  wagons. 

Laboratory  work. — (1)  Separate  milk  into  its  parts.  (2)  Make: 
butter;  cottage  cheese;  junket;  cocoa.  (3)  Sour  milk  and  its  uses. 
(4)  Skimmed  milk,  cost  and  use.  (5)  Compare  scalded  and  boiled 
milk.  (6)  Visit  a good  dairy,  if  possible.  (7)  Investigate  school 
and  home  milk  supply. 

Cheese. 

Recitation. — (1)  Composition.  (2)  Manufacture  and  kinds: 
value  of  bacteria  and  molds  in  producing  flavor.  (3)  Digestion  and 
value  as  food. 

Laboratory  work. — (1)  Make  a collection  of  various  cheeses. 

Eggs. 

Recitation. — (1)  Composition.  (2)  Value  as  food:  importance 
of  albumin.  (3)  Structure.  (4)  Preservation:  cause  of  decay; 
methods  of  preserving;  means  of  testing.  (5)  Effect  of  heat  and 
methods  of  cooking.  (6)  Economy  in  use  of  eggs;  cost  in  different 
seasons;  substitutes  for  eggs;  commercial  abuses.  (7)  Combinations: 
milk,  eggs,  cheese. 

Laboratory  work. — (1)  Preserve  eggs  for  winter  use.  (2)  Test 
eggs  for  freshness.  (3)  Determine  effect  of  different  temperatures 
on  eggs.  (4)  Cook  eggs  in  different  ways:  soft  and  hard  cooked; 
poached;  omelets.  (5)  Determine  cost  of  egg  dishes  at  different 
seasons.  (6)  Invalid  dishes.  (7)  Make  custards,  rarebits,  souffles, 
macaroni,  rice  and  potatoes  with  cheese. 

Meat. 

Recitation. — (1)  Structure.  (2)  Composition  and  nutritive 
value.  (3)  Selection  of  meat:  freshness,  age  and  condition  of  animal; 


86 


High  School  Course  of  Study. 


location  and  cost  of  cuts;  suitability  of  cut  to  purpose.  (4)  Flavor 
of  meat;  importance  of  extractives;  ripening  of  meat.  (5)  Effect  of 
heat:  on  connective  tissues  and  walls  of  tubes;  on  juices  or  contents 
of  tubes.  (6)  Reasons  for  cooking.  (7)  Methods  of  cooking:  tender 
and  tough  cuts;  retention  of  juices  by  searing.  (8)  Extraction  of 
juices  by  soaking,  etc.  (9)  Breaking  up  of  connective  tissues  by 
cutting  or  grinding.  (10)  Removal  of  connective  tissue  by  scraping. 

(11)  Softening  connective  tissues  by  long,  slow  cooking  in  water. 

(12)  Special  methods  of  preparing  and  cooking  veal,  mutton,  pork, 
poultry,  fish  and  special  organs.  (13)  Use  of  left-overs:  suitable 
combinations  of  flavor;  dangers  of  food  poisoning  from  stale  meat. 
(14)  Preservation  of  meat  and  uses  of  preserved  meats;  cold  storage, 
canning,  use  of  preservatives;  relation  of  preservatives  used  to  method 
of  cooking.  (15)  Cost  of  meat:  of  different  cuts  and  animals;  at 
different  seasons;  as  compared  with  meat  substitutes.  (16)  Food 
laws  concerning  fresh  and  preserved  meats. 

Laboratory  work. — (1)  Scrape  tough  and  tender  meat  to  de- 
termine structure  and  cause  of  toughness.  (2)  Experiment  with 
meat  to  determine  some  of  the  constituents  and  their  characteristics. 
(3)  Examine  cuts  of  meat  used:  as  to  location  of  bone;  amount  of 
fatty  tissue;  color  and  grain  of  muscle.  (4)  Make  drawing  of  animal, 
showing  location  of  cuts.  (5)  Visit  meat  market,  if  possible.  (6) 
Preparation  of  tender  cuts:  broil;  roast.  (7)  Preparation  of  tough 
cuts:  make  meat  stock,  various  stock  soups,  beef  juice,  beef  tea; 
make  Hamburger  or  loaf;  make  scraped  meat  sandwiches  or  meat 
balls;  make  pot  roast,  stew  or  fricassee.  (8)  Prepare  veal,  mutton, 
pork,  poultry  and  fish,  including  oysters:  different  methods  as 
sauteing,  roasting,  stewing,  frying,  creaming.  (9)  Make  dressing 
for  roast.  (10)  Make  sauces  for  serving.  (11)  Use  left  over  meat 
in  various  ways,  as  scallop,  meat  pies,  hash,  sandwiches,  etc.  (12) 
List  vegetables  and  seasonings  that  go  well  with  different  meats. 

(13)  Cook  bacon,  “boiled”  ham,  corned  beef,  etc.  (14)  List  cuts 
of  meat  according  to  price;  (15)  List  foods  that  might  be  sub- 
stituted for  meat  in  the  diet.  (16)  Meat  extracts. 

Fish. 

Recitation. — (1)  Sources  and  kinds.  (2)  How  judged.  (3) 
Dangers  of  old  fish.  (4)  Preserved  fish. 

Laboratory  work. — (1)  Cook  fish  in  various  ways.  (2)  Sauces: 
hollandaise,  tartar,  egg. 

Gelatin. 

Recitation. — (1)  Source.  (2)  Commercial  preparation.  (3) 
Properties.  (4)  Composition.  (5)  Value  as  food;  in  carrying  flavor; 
in  furnishing  nourishment;  function  in  the  body. 

Laboratory  work. — (1)  Make  gelatin  from  meat  and  bone. 
(2)  Make  gelatin  preparations  using  commercial  gelatin:  plain 
gelatin,  charlottes,  etc.  (3)  Compare  fruit  gelatin  with  “ready  to 
use”  preparations. 

Legumes  and  Nuts. 

Recitation. — (1)  Composition.  (2)  Value  as  food:  use  as  meat 

substitutes;  digestion  of. 


High  School  Course  of  Study. 


87 


Laboratory  work. — (1)  Baked  beans.  (2)  Dried  pea  or  lentel 
soup.  (3)  Salted  almonds  and  peanuts.  (4)  Collection  of  nuts  in 
natural  cases. 

Fat. 

Recitation. — (1)  Composition.  (2)  Value  as  food:  function  in 
the  body;  digestion  of  fat  and  foods  coated  with  fat.  (3)  Kinds, 
source,  form.  (4)  Structure  of  fatty  tissue.  (5)  Application  of 
heat:  danger  of  accidents  in  frying,  from  combustion  of  fat,  from 
expansion  of  moisture;  means  of  preventing  fat  soaking;  scorching 
of  fat.  (6)  Economy  in  using  fat:  cost  of  various  kinds;  butter 
substitutes  for  cooking;  lard  substitutes.  (7)  Food  laws  concerning 
various  fats. 

Laboratory  work. — (1)  Render  fat.  (2)  Determine  temperature 
for  frying  cooked  and  uncooked  materials.  (3)  Fry  cooked  and 
uncooked  foods;  use  different  fats.  (4)  Clarify  fat.  (5)  Use  par- 
tially decomposed  fat  for  soap  making.  (6)  Recognition  of  oils: 
olive,  domestic  and  foreign;  cotton  seed  oil;  use  of  lard  substitutes. 

Batter  and  Doughs. 

Recitation. — (1)  Flour:  composition;  kinds  and  classes,  ac- 
cording to  composition,  according  to  process  of  manufacture,  ac- 
cording to  grains  used;  value  of  the  different  classes,  as  food,  for 
bread  making.  (2)  Leavening  agents  and  their  action:  air  and  steam, 
effect  of  heat,  importance  of  elasticity  of  white  of  egg  and  gluten; 
carbon-dioxide,  action  of  soda  with  sour  milk,  molasses,  cream  of 
tartar*  action  of  baking  powder,  different  kinds,  effect  of  heat  and 
moisture;  action  of  yeast,  different  kinds,  conditions  favorable  and 
unfavorable  to  growth,  products  of  fermentation. 

Laboratory  work. — (1)  Determine  main  constituents  of  flour. 
(2)  Determine  properties  of  gluten  and  make  gluten  balls.  (3) 
Visit  flour  mill,  if  possible.  (4)  Determine  tests  for  different  oven 
temperatures.  (5)  Make  sponge  cake  and  popovers.  (6)  Make 
cereal  griddle  cakes,  muffins,  cakes,  biscuits,  pastry,  steam  puddings. 
(7)  Determine  effect  of  combining  soda  with  sour  milk,  soda  with 
cream  of  tartar  and  baking  powder  with  moisture.  (8)  Determine 
suitable  temperature  and  food  for  yeast.  (9)  Compare  flours  and 
discuss  varying  results  in  gluten  content.  (10)  Compare  various 
national  breads. 

Bread. 

Recitation. — (1)  Methods  of  making:  materials  used.  (2)  Re- 
lation to  kind  and  condition  of  yeast.  (3)  Amount  and  kind  of 
flour.  (4)  Reasons  for  kneading.  (5)  Relation  of  temperature  and 
amount  of  yeast  to  time.  (6)  Baking:  time  and  temperature; 
changes  produced.  (7)  Care  of  bread  after  baked.  (8)  Souring 
and  other  undesirable  changes  in  bread.  (9)  Comparison  of  home- 
made and  baker’s  bread:  need  of  standard;  digestion  of  yeast  breads, 
quick  breads  and  toasts,  nutritive  value  and  cost  of  bread. 

Laboratory  work. — (1)  Bread  making:  short  and  long  process; 
plain,  whole  wheat,  graham,  rye;  plain  and  fancy  rolls;  bread  with 
nuts  or  raisins.  (2)  Judge  bread.  (3)  Visit  bakery,  if  possible. 
(4)  Determine  cost  of  bread  made.  (5)  Make  toast,  croutons, 


88 


High  School  Course  of  Study. 


sandwiches,  etc.  (6)  Macaroni  and  similar  products.  (7)  Noodles. 

Salads. 

Recitation. — (1)  Value  in  diet:  as  nourishment;  as  an  appetizer; 
for  furnishing  variety;  for  the  mineral  of  fresh  fruits  and  vegetables; 
economic  value.  (2)  Preparation:  importance  of  freshness  and 
crispness;  importance  of  thorough  washing  of  uncooked  foods; 
importance  of  attractiveness  in  arrangement  of  color,  form  and 
texture,  size  of  service,  garnish;  suitable  combinations;  considering 
flavor;  food  nutrients;  digestion. 

Laboratory  work. — (1)  Select  materials  for  salads;  (2)  Pre- 
pare materials  for  salads;  salad  plants;  other  materials,  as  spring 
fruits  and  vegetables,  winter  fruits  and  vegetables,  meats,  nuts, 
eggs  and  cheese,  left-overs;  cooked  French  and  Mayonnaise  salad 
dressings.  (3)  Attractively  arrange  materials.  (4)  Determine  cost 
of  salads  made.  (5)  An  exhibition  of  salads. 

Frozen  dishes. 

Recitation. — (1)  Value  of  frozen  dishes.  (2)  Freezing;  cause 
of  freezing;  construction  of  freezer;  uses  of  fireless  cooker. 

Laboratory  work. — (1)  Care  of  freezer.  (2)  Make  water  ices, 
sherbets,  ice  cream  and  mousse.  (3)  Determine  temperature  of 
freezing  mixture  and  frozen  material.  (4)  Determine  cost  of  des- 
serts made.  (5)  Improvise  freezer  for  individual  use. 

Beverages. 

Recitation. — (1)  Tea,  coffee,  cocoa,  chocolate:  important  con- 
stituents; methods  of  preparation;  buying,  and  care  in  the  home; 
substitutes;  physiological  effects.  (2)  Fruit  drinks:  value  of  the 
diet,  in  sickness  and  health;  kinds;  national  habits.  (3)  Special 
preparation  for  the  sick:  discussion  of  varying  conditions  and  con- 
sequent needs;  other  methods  of  feeding. 

Laboratory  work. — (1)  Make  tea  and  coffee;  compare  steeped 
and  boiled  tea  and  coffee.  (2)  Make  cocoa  and  chocolate.  (3) 
Make  fruit  drinks.  (4)  Make  preparation  used  in  liquid  and  semi- 
liquid diet.  (5)  Prepare  invalid’s  tray.  (6)  Broths:  stimulating 
preparations  like  beef  juice,  meat  extracts,  etc.;  gluten  breads; 
liquid  egg  foods;  plain  diets;  uses  of  milk. 

Summary. 

Recitation. — (1)  Definition  of  food.  (2)  Classification  of  food 
according  to  food  principles.  (3)  Temperature  suitable  for  each 
class.  (4)  Digestion  and  assimilation  of  each  class.  (5)  Value  of 
food  and  food  requirements:  function  of  each  class;  comparative 
value  of  different  foods;  food  value  represented  by  calories;  food 
requirement  represented  by  blocks,  figures  or  charts;  food  require- 
ments for  people  of  different  ages  and  occupations;  national  and 
foreign  investigations;  dietary  standards  of  various  investigators. 
(6)  Importance  of  purity  of  food.  (7)  Cost  of  food:  comparative 
cost  of  different  classes  of  food;  cost  of  food  at  different  seasons; 
relation  of  cost  of  food  to  total  cost  of  living  and  to  income. 

Laboratory  work. — (1)  Review  notebooks.  (2)  Make  classifi- 
cation of  foods  studied:  list  foods  according  to  their  protein  fat  and 
carbo-hydrate  content;  list  foods  rich  in  the  different  kinds  of  mineral 


High  School  Course  of  Study. 


89 


matter.  (3)  Weigh  portions  of  food  that  are  equivalent  in  total 
nutrients,  total  protein,  or  that  yield  100  calories,  or  that  represent 
a Chittenden  or  Atwater  meal.  (4)  Compare  cost  of  different 
cooking  lessons  during  the  year. 

SEWING. 

One  unit. 

A unit  in  sewing  should  consist  of  (1)  a study  of  the  production 
and  manufacture  of  the  textile  fabrics  (cotton,  wool,  flax,  silk),  and 
methods  of  detecting  the  more  usual  forms  of  adulterations;  (2) 
laboratory  work  in  sewing,  which  should  include  handwork  and 
machine  stitches  as  applied  to  household  articles  and  clothing,  the 
drafting  of  patters  for  undergarments  and  waists,  and  the  use  of 
commercial  patterns;  (3)  consideration  of  such  problems  as  fitness 
of  garment  to  purpose,  color  harmonies  in  dress,  cost  of  the  home- 
made garment  versus  the  factory-made  garment,  etc. 

As  in  the  case  of  cooking,  the  course  in  sewing  has  not  as  yet 
been  definitely  standardized,  and  therefore  a detailed  outline,  which 
represents  the  work  done  in  some  of  the  best  high  schools,  is  given. 
The  teacher,  in  order  to  adapt  it  to  local  conditions,  should  judiciously 
make  eliminations,  and  should  modify  the  order  and  emphasis. 

The  outline  is  as  follows: 

Equipment  for  Sewing. 

Recitation. — (1)  Equipment  needed  for  hand  sewing.  (2) 
The  workbox  and  its  contents.  (3)  Construction  and  care  of  sewing 
machine.  (4)  Suitable  chairs  and  tables.  (5)  * Lighting  of  the 
room. 

Laboratory  work. — (1)  Select  and  list  price  of  individual  sewing 
equipment.  (2)  Clean,  oil,  understand  and  use  machine  and  at- 
tachments. 

Use  or  Purpose  of  Clothing. 

Recitation. — (1)  Fulfillment  of  purpose:  under  and  outer  gar- 
ments. (2)  Suitability  of  clothing  for  various  occasions,  such  as 
business,  home,  sick  room.  (3)  Clothing  in  relation  to  health:  effect 
of  too  little  and  too  much  clothing;  effect  of  pressure;  loosely  and 
closely  woven  fabrics  non-porous  clothing. 

Laboratory  work. — (1)  Collect  references  to  and  pictures  of 
clothing  of  primitive  and  modern  times.  (2)  Possible  trip  to  store 
to  see  fabrics  and  garments.  (3)  Criticise  own  clothing  on  basis  of 
purpose.  (4)  Plan  clothing  for  various  seasons  and  occasions. 

Materials  used. 

Recitation. — (1)  Cotton,  wool,  flax,  silk:  structure  and  com- 
position; effect  of  heat,  acids,  alkalies,  moisture,  light;  conductive 
and  absorptive  properties  of  the  different  fibres;  suitability  of  each 
for  under  and  outer  clothing;  manufacture  of  the  fibers  into  clothing; 
bleaching,  dyeing,  printing,  mercerizing.  (2)  Use  of  uncommon 
fibers  such  as  jute,  ramie,  pineapples,  cocoanut,  vegetable  silk. 
(3)  Leather,  fur  and  rubber  as  materials  for  clothing. 


90 


High  School  Course  of  Study. 


Laboratory  work. — (1)  Collect  samples  of  raw  materials.  (2) 
Examine  fibers.  (3)  Test  samples  to  determine  quality;  fiber  or 
fibers  present,  closeness  of  weave,  adulterants.  (4)  Determine 
characteristics  of  warp  and  woof  of  cloth.  (5)  Make  textile  collec- 
tions, illustrating  the  variety,  quality,  price,  possible  use  and  en- 
during probabilities,  under  test  of  elements,  chemicals,  and  laundering 
of  finished  products  of  different  fibers. 

Selection  of  Materials  for  Class  Use  for  Articles  or  Garments. 

Recitation. — (1)  Purpose,  cost,  durability.  (2)  Width,  amount, 
allowing  for  shrinkage.  (3)  Color,  design,  weave  and  finish.  (4) 
Genuineness,  quality.  (5)  For  trimming:  comparative  value  of 
hand  and  machine  work;  desirable  qualities  for  trimmings,  including 
good  edge  and  simple  design;  kinds  of  embroidery,  laces,  drawn  work, 
etc.;  harmony  of  material  and  trimming  in  quality  and  color;  in- 
appropriateness of  color  in  trimming  undergarments. 

Laboratory  work. — (1)  Examine  samples  and  discuss  suitability. 

(2)  Combine  samples  of  textile  fabrics  to  show  suitable  color, 
quality  and  finish  for  suits  for  different  occasions  and  individuals. 

(3)  Buy  materials  for  articles  to  be  made.  (4)  Select  trimmings, 
thread,  etc.  (5)  List  cost  of  materials.  (6)  Study  design  in  em- 
broidery, laces  and  other  ornamentation. 

Selection  of  Design  for  Making. 

Recitation. — (1)  Purpose  of  article.  (2)  Form  and  size  of  in- 
dividual. (3)  Personality  and  occupation  of  individual.  (4) 
Artistic  effect:  good  lines;  good  color  combinations;  effect  of  light 
on  materials  of  various  color,  quality,  finish.  (5)  Time  and  money 
to  expend  on  making  and  laundering.  (6)  Examine  ready-made 
garments  in  forms,  workmanship,  material,  cost.  (7)  In  cost  of 
production,  ascertain  expense,  profit  in  labor,  in  equipment,  in  cap- 
ital. (8)  Determining  cost  to  class  of  materials;  time  consumed. 
(9)  Compare  result  with  shop  article  of  same  cost;  and  cost  with 
shop  article  of  same  quality.  (10)  Summarize  data  and  comment 
thereon. 

Laboratory  work. — (1)  Make  design  for  garments.  (2)  Take 
measures.  (3)  Draft  patterns.  (4)  Compare  and  use  drafted  and 
bought  patterns.  (5)  Criticise  designs  for  clothing  in  magazines 
and  papers.  (6)  Small  articles  of  attire,  conveniences  for  travel, 
for  desk,  room  or  house;  the  dressing  of  a doll  for  some  needy  child; 
the  making  of  a garment  for  a child  in  need.  (These  ought  to  be 
made  by  a group  of  students  together;  the  work  should  be  dainty 
and  parts  regarded  in  relation  to  the  whole.  Beauty  of  effect  should 
be  ensured  through  simplicity  in  design  and  excellence  of  work- 
manship, even  with  crude  or  commonplace  materials.)  (7)  Process 
in  work:  pattern  placed  together,  examined  in  comparison  with  one 
blocked  earlier;  material  examined  for  warp,  woof,  lengthwise, 
crosswise,  bias,  selvage;  implications,  comfort  in  wearing,  hanging 
well  and  retaining  shape  and  laundering;  discuss  and  illustrate 
types  of  seams  and  finishings,  select  in  accordance  with  purpose; 


High  School  Course  of  Study. 


91 


cut,  baste,  sew,  finish,  examine;  state  in  writing  judgment  of  work 
and  disclosed  needs  of  worker. 

Cutting. 

Recitation. — (1)  Economy.  (2)  Matching  patterns  in  cloth. 
(3)  Arrangement  of  pattern  with  weave. 

Laboratory  work. — Cut  out  garments. 

Making. 

Recitation. — (1)  Characteristics  of  good  workmanship  in  the 
making  of  garments  or  articles. 

Laboratory  work. — (1)  Keep  materials  and  hands  clean  while 
sewing.  (2)  Baste,  fit,  stitch  and  finish  undergarments  as  drawers, 
underwaist  and  skirt  or  gown.  (3)  Make  suitable  seams,  bands, 
bindings,  facings,  corners.  (4)  Make  tucks  and  put  on  trimmings. 
(5)  Make  shirt  waist  and  wash  dress.  (6)  Possibly  make  wool  skirt. 

For  laboratory  equipment,  see  pages  112-114 • 

For  library  equipment,  see  pages  158-159. 


92 


High  School  Course  of  Study. 


SUGGESTIONS  FOR  EQUIPPING  LABORATORIES. 

GENERAL  INFORMATION. 

1.  An  inventory  of  laboratory  supplies  should  be  taken 
at  the  close  of  the  term  to  guide  the  superintendent  and 
board  in  estimating  the  amount  needed  for  the  following 
year.  Unnecessary  damage  and  waste  resulting  from  care- 
lessness should  be  charged  to  those  responsible  for  the  loss. 

2.  Orders  for  apparatus  and  supplies  for  the  year’s 
work  should  be  placed  as  early  as  possible  during  the  summer 
so  that  the  material  will  be  on  hand  at  the  beginning  of 
school.  Much  time  is  wasted  in  science  instruction  by  not 
having  the  material  when  it  is  needed. 

3.  It  is  better  to  equip  well  for  a few  sciences  than  to 
attempt  more  and  sacrifice  the  quality  of  the  work.  When 
only  one  science  is  offered,  in  most  cases  it  should  be  agri- 
culture. A unit  in  agriculture  is  now  required  for  state  aid. 
Schools  teaching  agriculture  should  have  at  least  the  min- 
imum equipment  listed  in  this  manual.  First  class  high 
schools  must  offer  two  or  more  units  in  science. 

4.  It  is  not  possible  for  one  person  to  meet  as  many 
classes  a day  in  the  laboratory  as  in  the  recitation  room.  If 
the  quota  of  work  for  each  teacher  is  six  recitations  a day, 
the  teacher  of  science  should  not  be  expected  to  have  more 
than  four.  Careful  preparation  for  each  laboratory  exercise 
is  indispensable.  Few  things  in  a classroom  are  more  pleas- 
ing and  more  instructive  than  a well  executed  and  successful 
experiment,  and  few  things  are  more  disastrous  than  the 
failure  of  a demonstration. 

5.  The  laboratories  should  be  on  the  north  side  of  the 
building,  and  the  length  of  the  room  from  east  to  west  should 
be  made  much  greater  than  the  breadth  from  north  to  south, 
as  it  is  desirable  to  have  as  much  north  light  as  possible.  In 
the  work  in  physics,  sunlight  may  often  be  used  to  advantage, 
and  it  is  well  to  have  one  or  two  windows  exposed  to  the  sun. 
In  the  construction  of  a new  building,  it  is  important  that 
the  windows  should  be  high,  running  up  to  the  ceiling.  The 
rooms  should  not  be  so  deep  as  to  render  it  difficult  for  light 
to  get  readily  across.  The  distance  from  the  top  of  the 


High  School  Course  of  Study.  v 


93 


window  sills  to  the  floor  should  be  the  same  as  the  height  of 
the  laboratory  tables.  Too  great  care  cannot  be  exercised 
to  secure  perfect  ventilation. 

6.  The  classroom  for  the  recitations  in  either  physics 
or  chemistry  should  be  near  the  laboratory.  This  room 
should  have  a demonstration  table  at  east  eight  feet  long, 
with  both  water  and  gas  connections.  If  electrical  power  is 
available,  the  room  should  be  wired  for  a lantern.  Even  if 
no  lantern  is  available,  the  room  should  be  curtained  with 
opaque  enameled  cloth  shades  so  that  it  can  be  darkened. 
The  following  lists  do  not  contain  all  that  a well  equipped 
first  class  high  school  should  have.  They  are  intended  as 
a guide  for  those  districts  that  do  not  already  have  well 
equipped  laboratories. 

7.  * The  following  lists  of  apparatus  for  the  various 
sciences  are  given  to  show  what  should  be  secured  and  to 
furnish  an  estimate  of  the  approximate  cost  of  equipping 
for  any  one  of  the  sciences.  Following  each  list  are  given 
the  addresses  of  several  reliable  firms  from  whom  the  material 
may  be  purchased.  An  attempt  has  been  made  to  revise 
the  prices  of  the  various  pieces  of  apparatus  as  nearly  as 
possible  in  accordance  with  net  market  prices  at  the  time 
of  the  publication  of  this  course.  Boards  of  education , how- 
ever, should  consider  these  prices  merely  as  estimates  or  ap- 
proximations since  under  present  unstable  market  conditions 
prices  on  scientific  apparatus  fluctuate  and  in  many  items 
there  may  be  a great  difference  in  price  at  different  times.  It  is 
always  best  to  ask  two  or  more  firms  for  bids  on  the  ap- 
paratus desired.  In  this  way  from  10  to  15  per  cent  can 
usually  be  saved. 

PHYSICS. 

In  equipping  for  physics  it  is  first  necessary  for  the  teacher  to 
select  the  laboratory  manual  and  list  of  experiments  to  be  performed 
so  that  the  apparatus  purchased  will  fit  the  course.  Under  the 
instruction  of  a resourceful  teacher  some  of  the  apparatus  can  be 
made  by  the  students. 

FOR  TEN  STUDENTS  WORKING  AT  A TIME. 

MECHANICS  AND  PROPRIETORS  OF  MATTER. 


5 rulers  with  protractors  on  back,  30  cm $ . 15 

5 meter  rods,  with  brass  tips 1.75 

8 oz.  annealed  iron  wire,  No.  24,  on  spool .30 

4 oz.  spring  brass  wire,  No.  27,  on  spool .32 


94 


High  School  Course  of  Study. 


4  oz.  spring  brass  wire,  No.  24,  on  spool $.28 

8 oz.  copper  wire,  bare,  No.  32 .45 

4  spring  balances,  English  and  metric,  flat  back,  8 oz 3.20 

4 spring  balances,  English  and  metric,  flat  back,  64  oz  . . . 2.00 

6 pine  rods,  white,  102x1x1  cm .36 

6 pine  rods,  white,  102x2x1  cm .42 

2 sets  iron  weights,  universal,  1,000  grams  to  10  grams.  . . 4.50 

4 mounted  uprights,  10  cm.  scales,  divided  in  mm .68 

12  hardwood  prisms .60 

1 each  steel  balls,  and  f"  diam .09 

5 single  pulleys .80 

1 steel  rule,  20cm.  long,  graduated  in  mm.  and  inches ....  .90 

1 jolly  balance,  all  metal 5.00 

1 torsion  apparatus,  complete  with  rods 12.00 

1 micrometer  caliper,  metric,  friction  head 4.00 

1 vernier  caliper,  English  and  metric,  inside  and  outside 

and  depth  gauge 2.85 

1 spherometer,  reading  to  1/100  mm 3.00 

1 triple  beam  balance,  aluminum  beams 12.00 

1 metal  cylinder,  iron,  about  50  mm.  long,  12  mm.  diam. . . 15 

1 metal  cylinder,  brass,  about  50  mm.  long,  12  mm.  diam.  . 15 

1 metal  cylinder,  aluminum,  about  50  mm.  long,  12  mm. 

diam .15 

2 hand  screw  clamps,  7"  No.  14 .72 

2 platform  balances,  Harvard  trip 12.00 

2 sets  weights,  1,000  to  5 grams 2.50 

2 sets  weights,  5 g.  to  0.01  grams 2.10 

1 lb.  sulphur  roll .10 

6 lead  sinkers 72 

5 waterproof  rods,  round .25 

4 specific  gravity  bottles,  50  cc 2.00 

4 Boyle’s  law  tubes 3.00 

2 Y tubes  of  lead .40 

6 lbs.  mercury  and  bottle 13.50 

10  glass  tumblers,  small .50 

12  glass  tubes,  50  cm.  long,  5 mm.  diam .40 

6 pinchcocks .90 

6 ft.  rubber  tubing,  J"  diam .60 

2 bottles,  2 liter  capacity,  with  one-hole  rubber  stoppers . . .60 

1 air  pump 4.00 

1 air  pump  plate 4.00 

lor  air  pump,  $30,001 
\or  air  pump,  20.00/ 

2 lb.  paraffine .30 

1 barometer  tube,  80  cm.  long .30 

1 Nicholson’s  hydrometer 1.25 

1 jar  for  hydrometer,  12x2 .35 

2 cars  for  inclined  plane 2.00 

2 pulleys  for  inclined  plane .70 


High  School  Course  of  Study.  95 

4 iron  balls,  25  mm.  diam.  for  pendulum $.32 

1  pr.  ivory  balls,  1"  and  6.50 


Total  for  mechanics  and  properties  of  matter $116.11 

HEAT. 

6 flasks,  125  cc.  flat  bottom $.90 

3  air  thermometer  tubes,  2"  bulb .51 

10  thermometers,  10°  to  110°  c 11.00 

2  linear  expansion  apparatus 5.00 

5 lb.  shot .75 

8 calorimeters,  polished 2.80 

2 Harvard  apparatus  “A” 4.50 

1 lb.  glass  tubing,  heavy  walled,  1 to  2 mm.  internal  diam  .75 

3 iron  supports,  2 rings 1.20 

3 sheets  brass  wire  gauze,  4x4" .30 

4 oz.  paraffine .10 

2 nests  beakers,  No.  1 to  3 1.14 

4  Florence  flasks,  12  oz .84 

4  Florence  flasks,  16  oz .92 

4 Florence  flasks,  8 oz .72 


Total  for  heat $31.43 

SOUND. 

1  Kundt’s  apparatus $3.35 

1 sonometer 5.25 

2 resonance  tubes 3.50 

1 tuning  fork,  C 128,  10"  long 2.25 

2 tuning  forks,  C 256,  7*"  long 2.50 

2 tuning  forks,  A 426,  6|"  long . . . 1.70 

2 tuning  forks,  C 512,  5|"  long 1.70 


Total  for  sound $20 . 25 

LIGHT. 

10  plain  mirrors,  4x15  cm.  or  2x6  in $1.00 

1 box  to  illustrate  formation  of  images 1.00 

10  double  convex  lenses,  10  cm.  focus 2.50 

10  double  convex  lenses,  15  cm.  focus 1.50 

5  lens  supports .90 

5  screen  supports '. .60 

5  pin  supports .45 

5 Walter  Smith  school  squares .35 

1 double  convex  lens,  15  cm.  focus .15 

3  concave  mirrors,  brass 1.35 

3 triangular  glass  prisms,  4"  long 1.05 

2 pieces  heavy  plate  glass  for  refraction .40 

4 lbs.  paraffine  candles,  12’s .64 


Total  for  light $11.89 


96 


High  School  Course  of  Study. 


MAGNETISM  AND  ELECTRICITY. 

1 lb.  fine  iron  filings $.15 

24  knitting  needles .20 

10  bar  magnets,  6" 2.50 

4 compasses,  40  mm.  diam 1.20 

3 sq.  ft.  heavy  zinc  sheets,  1-16"  thick 2.70 

1 galvanoscope  frame 1.15 

10  lead  strips,  1x10  cm.  with  wire 1.00 

4 sq.  ft.  sheet  copper,  No.  24 2.80 

10  battery  jars,  glass,  4x5" 1.60 

6 porous  cups .60 

4 commutators 2.40 

10  double  connectors,  brass 1.20 

4 oz.  copper  wire,  No.  30,  D.  C.  C .57 

1 lb.  copper  wire,  No.  20,  D.  C.  C .80 

4 oz.  German  silver  wire,  No.  30,  D C.  C 1.14 

4 oz.  German  silver  wire,  No.  24,  D.  C.  C .79 

9 lbs.  sulphuric  acid,  commercial 1.30 

1 Wheatstone’s  bridge,  slide  wire  form 3.00 

1 set  resistance  spools,  set  of  8 2.75 

6 gravity  cells,  6x8 7.20 

10  lbs.  copper  sulphate 2.90 

2 resistance  boxes,  0.1  to  40  ohms,  total  resistance  111 

ohms 13.00 

1 tangent  galvanometer 1.65 

2 D’Arsonval  galvanometers 12.00 

10  empty  spools  for  making  resistance  coils 1.00 


Total  for  magnetism  and  electricity $65.60 

Total  for  entire  physics  equipment  245.28 


DEALERS  IN  PHYSICAL  APPARATUS. 

Central  Scentific  Co.,  412  to  420  Orleans  St.,  Chicago,  111.  ; 
W.  M.  Welch  Scientific  Co.,  1516  Orleans  St.,  Chicago,  111.;  Chicago 
Apparatus  Co.,  40-42  West  Quincy  St.,  Chicago;  Wm.  Gaertner 
& Co.,  5347-9  Lake  Ave.,  Chicago;  T.  W.  Gleeson,  106  Sudbury 
St.,  Boston;  A.  W.  Hall  Scientific  Co.,  141  Franklin  St.,  Boston; 
L.  E.  Knott  & Co.,  15-17  Harcourt  St.  Boston;  C.  H.  Stoelting  Co., 
18  South  Green  St.,  Chicago.  On  request,  some  of  these  firms 
furnish  lists  of  apparatus  to  fit  particular  manuals.  Many  sugges- 
tions are  also  obtained  by  consulting  their  general  catalogues. 

CHEMISTRY. 

FOR  TWENTY-FOUR  STUDENTS  WORKING  AT  A TIME. 

Very  suggestive  details  for  laboratory  equipment  are  given 
by  Professor  E.  P.  Schoch  in  Bulletin  No.  210,  University  of  Texas, 
entitled  Chemistry  in  High  Schools. 


High  School  Course  of  Study. 


97 


PERMANENT  EQUIPMENT. 

In  addition  to  tables,  the  following  items  should  be  included 
in  fixtures  and  permanent  equipment: 

1  draft  hood,  4 ft $70.00 

15  stock  bottles  with  glass  stoppers,  one  liter 3.12 

40  bottles,  glass-stoppered,  250  cc.  8 oz 4.50 

60  bottles,  wide-mouthed,  flint  glass  250  cc.,  8 oz 6.75 

6 slop  jars,  earthenware,  2 gal 1.50 

1 automatic  water  still 20.00 

1 apparatus  case 18.00 

1 Harvard  trip  scale 6.00 

1 set  of  weights,  1,000  grams  to  5 grams 2.25 

1 set  of  weights,  1 gr.  to  500  grams 2.20 

1 balance 12.50 

1 barometer 12.00 

1 blast  lamp,  Bunsen’s 3.00 

1 bellows,  foot,  Fletcher’s,  7" 4.50 

1 Hoffman’s  electrolysis  apparatus 7.50 

1 metric  chart 1.80 

1 induction  coil 5.65 

2 Mohr’s  burettes,  50  cc 2.50 

2 Geissler’s  burettes,  with  glass  stop  cocks,  50  cc 4.00 

1 burette  clamp,  Lincoln’s .90 

3 sets  cock  borers,  3"  set 1.50 

1 magnet .25 

2 magnifying  glasses .90 

1 ozone  tube 3.25 


Total $194.57 

If  the  class  work  is  to  include  demonstrations  by  the  teacher,  a 
small  lecture  table  and  special  apparatus  should  be  provided  and  the 
sum  of  $50  to  $100  added  for  this. 

APPARATUS  MORE  OR  LESS  PERMANENT. 

30  nests  of  beakers,  2\%  4 and  7 oz $14.40 

30  jeweler’s  blow  pipes,  8" 4.20 

72  bottles,  wide  mouth,  4 oz 2.10 

18  bottles^W.  M.,  16  oz 1.20 

24  Bunsen  burners  with  air  regulator 6.00 

96  corks,  f"  diam .56 

48  corks,  1 1-16"  diam .40 

144  corks,  assorted .50 

18  nest  of  Hessian  crucibles,  No.  1-2-3 2.16 

48  porcelain  crucibles,  1*"  diam 11.04 

24  graduated  cylinders,  50cc 12.00 

36  porcelain  evaporating  dishes,  2\"  diam 7.20 

36  porcelain  evaporating  dishes,  3£"  diam 14.40 

12  lead  dishes,  2"  diam 1.20 

S— 7 


98 


High  School  Course  of  Study. 


12  round  files,  4" $ .96 

24  three-cornered  files,  4" 1.68 

24  pkgs.  filter  paper,  4"  diam 4.80 

30  flat-bottomed  flasks,  4 oz 4.50 

30  flat-bottomed  flasks,  8 oz  5.40 

30  flat-bottomed  flasks,  16  oz 6.90 

36  glass  funnels,  2^"  diam 6.48 

24  steel  forceps,  5" 2788 

24  gas  bottles,  plain,  8 oz 4.80 

50  rubber  stoppers,  2-hole  to  fit  gas  bottle 4.00 

5 lb.  glass  tubing,  3-16"  and  diam 2.50 

2 lb.  glass  rods,  f"  diam 1.00 

1 quire  Litmus  paper,  red  and  blue  assorted .47 

1 quire  Turmeric  paper .48 

12  porcelain  mortars  with  pestles  2f" 3.60 

4 ft.  platinum  wire  No.  30  B.  & S.  gauge 5.28 

30  glass  retorts  with  glass  stoppers,  4 oz 9.00 

48  ft.  rubber  tubing,  4.80 

48  ft.  rubber  tubing  3-16" 2.88 

30  iron  sand  bath,  5"  diam 3.30 

4 hand  balances,  6"  beam 7.60 

4 sets  weights,  50  grams  to  1 c.  g 3.00 

24  test  tube  racks,  for  10  tubes  with  drying  pins 7.20 

432  test  tubes,  6xf" 6.75 

24  test  tube  brushes .72 

36  watch  glasses,  2"  diam 1.05 

24  glass  plates,  blue  Cobalt,  3x3" 1.44 

48  test  tubes,  ignition  6" 3.00 

6 lamp  tips,  for  blow  pipe  rest .72 

24  filtering  stands 18.00 

24  iron  wire  triangles .76 

24  pneumatic  troughs  with  metal  cylinder • 12.00 

30  retort  stands  with  3 rings 16.50 

1 pkg.  filter  paper,  10"  diam .80 


Total $232  61 


CHEMICALS. 

As  the  chemicals  required  will  vary  somewhat  with  different 
textbooks,  the  list  recommended  by  the  text  selected  should  be 
provided.  ^ 

No  prices  are  given  for  chemicals  as  the  present  market  in 
chemicals  fluctuates  greatly  and  some  chemicals  are  far  above 
normal  prices.  In  the  following  summary  of  equipment,  therefore, 


the  cost  of  chemicals  is  not  included. 

SUMMARY  OF  EQUIPMENT. 

Permanent  equipment  (not  including  tables) $194.57 

Apparatus  more  or  less  permanent 232.61 

Grand  total $427 . 18 


High  School  Course  of  Study. 


99 


MAINTENANCE. 

The  yearly  cost  of  “apparatus  more  or  less  permanent,” 
which  must  be  replaced  on  account  of  breakage,  will 


be  approximately $40 . 00 

The  yearly  cost  of  chemicals,  approximately 50.00 

Total  annual  expenditure,  about $90 . 00 


DEALERS  IN  CHEMICAL  APPARATUS. 

Apparatus  and  supplies  may  be  obtained  from  the  following 
firms: 

Central  Scientific  Co.,  412  to  420  Orleans  St.,  Chicago;  W.  M. 
Welch  Scientific  Co.,  1516  Orleans  St.,  Chicago;  Eimer  and  Amend, 
205-211  Third  Ave.,  New  York  City;  Wm.  Gaertner  and  Co.,  5345- 
5349  Lake  Ave.,  Chicago;  E.  H.  Sargent  and  Co.,  143-145  Lake 
Street,  Chicago;  Henry  Heil  Chemical  Co.,  212-214  South  Fourth 
Street,  St.  Louis;  Scientific  Materials  Co.,  Pittsburg,  Pa.;  Scientific 
Co.,  345  West  Michigan  Street,  Chicago;  Kewaunee  Manufacturing 
Co.,  Kewaunee,  Wis.  (laboratory  furniture);  Leonard  Peterson 
& Co.,  1240-1248  Fullerton  Ave.,  Chicago  (laboratory  furniture); 
L.  E.  Knott  Apparatus  Co.,  Boston,  Mass.;  Bausch  and  Lomb 
Optical  Co.,  Rochester,  N.  Y.;  Woldenberg  and  Schaar,  387  Wabash 
Ave.,  Chicago;  C.  H.  Stoelting  Co.,  121  North  Green  Street,  Chicago; 
Max  Kohl,  Chemnitz,  Germany;  Drs.  Peters  and  Rost,  Chaussee 
Strasse,  Berlin,  Germany. 

GENERAL  BIOLOGY,  BOTANY  AND  ZOOLOGY. 

FOR  TEN  PUPILS  WORKING  AT  A TIME. 


APPARATUS. 

2 compound  microscopes $56 . 70 

10  dissecting  scissors,  fine 4.50 

10  dissecting  scalpels 2.50 

10  dissecting  forceps,  fine,  straight  point 3.60 

24  dissecting  needles .50 

5 section  razors 4.25 

10  reading  glasses,  2|"  diam 6.50 

1 balance 3.00 

1 set  of  weights .95 

144  glass  slides,  3x1 2.00 

1 oz.  cover  glasses,  f"  square 2.00 

20  Syracuse  watch  glasses .92 

20  pipettes  with  rubber  bulb .50 

2 lb.  glass  tubing,  assorted  sizes 1.00 

1 each  glass  dishes,  3 sizes .95 

20  Mason’s  fruit  jars,  quart  size 1.25 

24  test  tubes,  assorted  sizes .50 

100  bristles .10 

1 galvanized  waste  can,  with  cover  6£  gal .90 

2 each  battery  jars,  5x7"  and  6x8" .90 

Total. $150.22 


100 


High  School  Course  of  Study. 


REAGENTS  AND  CHEMICALS. 


10  pounds  formalin $2 . 50 

1 gallon  alcohol,  95xper  cent 3.60 

1 quart  absolute  alcohol 1.70 

1 pound  ether .40 

1 pound  mercury 2.25 

2 gallons  distilled  water 1.30 

1 pound  glycerine .50 

1 pound  turpentine .15 

£ pound  cedar  oil .75 

4 oz.  balsam,  in  xylol .60 

1 pound  glacial  acetic  acid .85 

1 pound  sulphuric  acid .30 

1 pound  hydrochloric  acid .25 

1 pound  nitric  acid .35 

§ pound  picric  acid,  crystals 2.30 

s pound  corrosive  sublimate 1.75 

1 pound  chloroform .75 

1 pound  caustic  potash 2.30 

£ pound  potassium  cyanide,  fused  lumps .45 

1 ounce  iodine,  resublimed .60 

| ounce  methyl  green .50 

4 ounces  hemalum,  solution .60 

4 ounces  acid  carmine,  solution .70 

? ounce  eosin,  powder .50 

1 ounce  pith,  for  sectioning .10 


Total $26 . 05 


Grand  total $167.27 


Aquaria  for  keeping  aquatic  forms  alive  in  the  laboratory 
are  necessary,  and  for  this  purpose  large  battery  jars  will  be  found 
satisfactory.  One  dozen  tumblers,  some  wide-mouthed  bottles 
with  corks  for  water  or  sand  cultures,  a few  thistle  tubes,  some 
rubber  stoppers,  rubber  tubing,  beeswax  or  paraffine,  and  some 
bibulous  paper  will  be  found  helpful  additions  for  any  work  in 
plant  physiology.  A few  stoneware  saucers  will  also  be  found 
indispensable  for  work  on  the  germination  of  seeds.  Insect  cages 
may  be  readily  made  of  wire  or  cotton  netting  placed  over  pans 
or  trays  filled  with  earth  in  which  the  plants,  used  as  food  by  the 
insects,  are  growing.  These,  and  many  other  contrivances,  for 
making  observations  and  experiments  upon  living  animals  and 
plants  in  the  laboratory,  are  of  the  greatest  value,  as  the  chief  stress 
should  be  laid  upon  this  phase  of  the  instruction. 


High  School  Course  of  Study. 


101 


DEALERS  IN  ANIMALS  FOR  CLASS  WORK. 

Brimley,  H.  H.  & C.  S.,  Raleigh,  N.  C.  (live  and  preserved 
material);  Marine  Biological  Laboratory  Supply  Dept.,  Woods 
Hole,  Mass,  (preserved  marine  material);  McCurdy,  B.  F.  & Co., 
312  E.  65th  Place,  Chicago  (live  material);  Powers,  H.  H.,  Station 
A.,  Lincoln,  Neb.  (living  hydra,  etc.,  and  miscellaneous  slides). 

Dissection  and  demonstration  material  may  also  be  secured 
from  the  Zoology  Department  of  the  University  of  Missouri. 

DEALERS  IN  LABORATORY  APPARATUS  AND  SUPPLIES  FOR  BOTANY 
AND  ZOOLOGY. 

Central  Scientific  Co.,  412  to  420  Orleans  St.,  Chicago;  W.  M. 
Welch  Scientific  Co.,  1516  Orleans  St.,  Chicago;  Bausch  and  Lomb 
Optical  Co.,  Rochester,  N.  Y.  (microscopes  and  supplies);  Cambridge 
Botanical  Supply  Co.,  Cambridge,  Mass,  (general  botanical  equip- 
ment, preserved  material  and  fresh  marine  algae);  Drury,  Miss 
E.  M.,  45  Munroe  Street,  Roxbury,  Mass,  (slides  and  botanical 
material);  Eimer  & Amend,  205-211  Third  Ave.,  N.  Y.  (general 
apparatus,  supplies,  and  reagents);  Ernest  Leitz,  30  E.  18th  St., 
N.  Y (microscopes  and  supplies);  Marine  Biological  Laboratory, 
Supply  Department,  Woods  Hole,  Mass,  (marine  material);  Spencer 
Lens  Co.,  Buffalo,  N.  Y. 


PHYSIOLOGY. 

The  apparatus  and  chemicals  necessary  for  the  accurate  measure- 
ment and  observation  of  the  activity  of  such  organs  as  the  heart, 
respiratory  system,  muscles,  nerves,  etc.,  and  for  the  chemical 
study  of  the  blood,  the  digestive  process,  etc.,  can  be  had  at  a com- 
paratively small  cost.  The  lists  given  below  contain  some  things 
for  which  the  ingenious  teacher  may  himself  make  very  effective 
substitutes  at  little  cost. 

No  prices ^are  given  for  the  first  three  items  in  the  following  list 
as  they  are  difficult  to  procure  at  the  present  time: 

GENERAL  APPARATUS  FOR  DEMONSTRATION. 

1 mercury  manometer  and  blood  pressure  outfit 

1 set  of  test  lenses  for  the  eye 

1 color  wheel,  or  a small  electric  motor,  with  set  of  color  discs.  . . 


1 set  physiological  charts $12.00  to  $25.00 

2 lb.  glass  tubing,  assorted  sizes 1.00 

5 ft.  each  rubber  tubing,  3-16",  and  5-16" 1.40 

144  corks,  assorted .50 


Total 


$14.90 


102 


High  School  Course  of  Study . 


SPECIAL  SETS  OF  APPARATUS  AND  CHEMICALS. 

2 iron  ring  stands,  3 rings $1.10 

2 burette  clamps .60 

2 Universal  burette  clamps 1.10 

1 triangular  file  6" .10 

1 pkg.  filter  paper,  4"  diam .20 

1 glass  funnel,  4"  diam .32 

1 Bunsen  burner .25 

1 graduated  cylinder,  100  cc .65 

1 porcelain  evaporating  dish,  4"  diam .45 

1 flat  bottom  flask,  12  oz .21 

1 test  tube  support .30 

12  test  tubes,  assorted .25 

1 nest  beakers 1.32 

1 chemical  thermometer,  110°  C 1.10 

1 lb.  starch .15 

1 lb.  dextrine .15 

1 lb.  dextrose .15 

4 oz.  acetic  acid .25 

1 lb.  nitric  acid .35 

1 lb.  hydrochloric  acid .30 

1 oz.  picric  acid .35 

2 lbs.  ammonia .35 

1 lb.  caustic  soda .20 

1 lb.  sodium  chloride .10 

1 lb.  magnesium  sulphate .15 

1 lb.  ammonium  sulphate .15 

1 lb.  calcium  chloride .20 

1 lb.  copper  sulphate .35 

\ lb.  sodium  potassium  tartrate .40 

£ lb.  glycerine .25 

1 oz.  pepsin .35 

| oz.  ptyolin .25 

1 oz.  pancreatin .35 

j lb.  fibrin .25 

1 set  of  chemical  reagent  bottles,  24  to  set 3.50 


Total $16.50 


Grand  total $31  40 

DEALERS  IN  APPARATUS. 

Harvard  Apparatus  Co.,  Back  Bay,  P.  O.,  Boston,  Mass.; 
Eimer  and  Amend,  New  York  City,  N.  Y.;  Central  Scientific  Co., 
Chicago;  W.  M.  Welch  Scientific  Co.,  Chicago. 

DEALERS  IN  CHEMICALS. 

Mallinckrodt  Chemical  Co.,  St.  Louis,  Mo.;  Merck  Co.,  St, 
Louis,  Mo. 


High  School  Course  of  Study. 


103 


CHARTS. 

Goder-Heiman,  623  South  Wabash  Ave.,  Chicago;  A.  J.  Ny- 
strom,  623  South  Wabash  Ave.,  Chicago. 


PHYSICAL  GEOGRAPHY. 

, GENERAL  EQUIPMENT. 

1 collection  of  rocks  and  minerals $2 . 50 

1 universal  sun  dial 4.50 

1 set  Six’s  self -registering  thermometers 3.75 

1 sight  compass 8.00 

1 rain  gauge 2.50 

1 Mason’s  hygrometer 4.50 

1 terrestrial  globe,  12"  diam 4.50 

100  lbs.  modeling  clay 2.75 

1 set  physical  wall  maps,  N.  A.,  S.  A.,  Asia,  Africa,  Europe, 

U.  S.,  in  spring  roller  case 23.40 


Daily  and  monthly  weather  maps.  (The  daily  maps 
may  be  obtained  from  the  nearest  weather  bureau 
station,  the  monthly  from  the  Weather  Bureau  at 
Washington,  D.  C.). 


Total  $56.40 

TOPOGRAPHIC  MAPS. 

Order  maps  direct  from  the  United  States  Geological  Survey, 
Washington,  D.  C. 

An  act  of  Congress  approved  February  18,  1897,  authorizes 
the  Director  of  the  Geological  Survey  to  sell  these  maps  at  such 
prices  as  may  from  time  to  time  be  fixed.  The  price  of  the  standard 
maps,  covering  either  large  or  small  quadrangles,  is  10  cents  each, 
but  a discount  of  40  per  cent  is  allowed  on  an  order  amounting 
to  $5  at  the  retail  price — that  is,  the  wholesale  rate  for  standard 
topographic  maps  is  83  for  50.  The  discount  is  allowed  on  an  order 
for  maps  alone,  either  in  one  kind  or  in  any  assortment,  or  for  maps 
together  with  geologic  folios.  No  discount  will  be  allowed  on  an 
order  amounting  to  less  than  S3.  Prepayment  is  required  and  may 
be  made  by  money  order,  payable  to  the  Director  of  the  United 
States  Geological  Survey  (not  postage  stamps),  or  in  cash — the 
exact  amount — at  sender’s  risk. 

If  maps  ordered  are  not  in  stock  the  right  is  reserved  to  sub- 
stitute others  rather  than  return  very  small  sums  of  money  by 
mail,  unless  directions  to  the  contrary  are  given  in  the  order. 
Name  of  county  should  be  included  in  post-office  address. 

The  Survey  cannot  supply  mounted  maps. 

All  correspondence  should  be  addressed  to 
The  Director, 

United  States  Geological  Survey, 

Washington,  D.  C, 


104 


High  School  Course  of  Study. 


The  number  of  copies  of  each  map  needed  will  depend  upon 
the  number  of  pupils  in  the  class  and  the  plan  of  work.  There  should 
be  one  map  for  each  two  students.  The  maps  should  conform  to 
the  requirements  of  the  notebook  used. 

Simple  plain  or  plateau:  Thibodeaux,  Louisiana;  Fargo,  North 
Dakota;  Bowling  Green,  Ohio;  Coude,  South  Dakota;  Chicago, 
Illinois. 

Simple  mountain  ridge:  Harrisburg,  Pennsylvania;  Delaware 
Water  Gap,  New  Jersey-?Pennsyl  vania. 

Plain  with  young  valleys:  Wilson,  New  York;  Fostoria,  Ohio; 
Dublin,  Ohio. 

Mountains  with  shallow  valleys:  Shasta,  California;  Harper’s 
Ferry,  Virginia-Maryland. 

Plains  with  well-defined  valleys:  Palmyra,  Missouri;  Wicomico, 
Maryland;  Olivet,  South  Dakota. 

Dissected  mountains:  Mt.  Marcey,  New  York;  White  Mts., 
New  Hampshire. 

Dissected  plains:  Lancaster,  Wisconsin;  Versailles,  Missouri; 
Hazard,  Kentucky;  Ironton,  Ohio- Kentucky. 

Past  mature  plains:  Clinton,  Missouri;  Nevada,  Missouri; 
O’Fallon,  Missouri. 

Plains  with  hills  and  valleys:  Warrenton,  Virginia;  Frederick, 
Maryland. 

Plains  with  hills:  Eagle,  Wisconsin;  Oswego,  New  York; 
Baldinsville,  New  York. 

Plains  with  mountain  ridges  and  valleys:  Harrisburg,  Penn- 
sylvania. 

Maps  of  valleys:  Map  of  alluvial  valley  of  the  Mississippi 
River;  Kansas  City,  Missouri;  Wheeling,  West  Virginia-Ohio; 
Niagara  Falls,  New  York;  Harpers  Ferry,  Virginia-Maryland;  Albany, 
New  York;  Charleston,  West  Virginia;  Hinton,  West  Virginia; 
Sullivan,  Missouri;  Marseilles,  Illinois;  St.  Louis,  Missouri-Illinois, 
(12c).  Map  of  the  United  States  showing  the  Mississippi,  Potomac, 
Delaware  and  other  river  basins. 

Ponded  rivers:  Norwich,  Connecticut;  Perch  Lake,  Michigan. 
Drowned  valleys:  New  London,  Connecticut;  Saybrook, 
Connecticut;  Washington,  D.  C.;  New  York  City,  New  York,  (30c). 

River  deposits  (flood  plains):  Marshall,  Missouri;  St.  Louis, 
Missouri-Illinois;  Kansas  City,  Missouri;  Thibodeaux,  Louisiana; 
Gibson,  Louisiana;  The  Alluvial  Valley  of  the  Mississippi  River. 

Maps  of  recently  drained  lake  bottoms  or  recently  uplifted 
sea  bottoms:  Fargo,  North  Dakota-Minnesota;  Chicago,  Illinois; 
Fostoria,  Ohio;  Camden,  New  Jersey;  Edenton,  North  Carolina; 
Trent  River,  North  Carolina. 

Wind  deposits:  Kingsley,  Kansas;  Brown’s  Creek,  Nebraska; 
Campe  Clark,  Nebraska;  Provincetown,  Massachusetts. 

Glacial  deposits:  Moraines:  Eagle,  Wisconsin;  Charleston, 
Rhode  Island;  Brooklyn,  New  York;  Plainfield,  New  Jersey.  Drum- 
lins:  Oswego,  New  York;  Baldwinsville,  New  York;  Boston, 
Massachusetts;  Sun  Prairie,  Wisconsin.  Sand  and  gravel  plains: 


High  School  Course  of  Study . 


105 


Jonesville,  Wisconsin;  Plainfield,  New  Jersey;  Great  Egg  Harbor, 
New  Jersey;  Lynn,  Massachusetts;  Boston  Bay,  Massachusetts; 
Sandy  Hook,  New  Jersey. 

The  following  maps  illustrate  some  of  the  erosive  effects  of 
glaciers,  waves  of  seas  and  lakes: 

U-shaped  valleys:  Leadville,  Colorado  (the  high  valleys); 
Watkins,  New  York;  Hammondsport,  New  York. 

Fiords:  Methow,  Washington;  Stehekin,  Washington;  Juneau, 
Alaska. 

Lakes:  Webster,  Massachusetts;  Franklin,  New  Jersey;  Para- 
dox Lake,  New  Jersey;  Plymouth,  Massachusetts;  Minneapolis, 
Minnesota. 

Shore  cliffs:  Sandy  Hook,  New  Jersey;  San  Francisco,  Cali- 
fornia; Boston  and  vicinity,  Massachusetts,  (12c). 

Volcanic  deposits:  Volcanic  Cones:  Mt.  Shasta,  California; 
Lassen  Peak,  California;  Mt.  Tabor,  New  Mexico. 

Lava  plains  and  plateaus:  Modoc  Lava  Beds,  California: 
Bisuka,  Idaho. 

Laccolite  mountains:  San  Rafael,  Utah;  Henry  Mountains, 
Utah. 

Good  illustrative  maps:  Dunlap,  Illinois;  Kanawha  Falls, 
West  Virginia;  Hinton,  West  Virginia;  Ocean,  West  Virginia;  Chatta- 
nooga, Tennessee;  McMinnville,  Tennessee;  Cleveland,  Tennessee; 
Suwanee,  Tennessee;  Ringgold,'  Tennessee;  Belchertown,  Massa- 
chusetts; Northampton,  Massachusetts;  Springfield,  Massachusetts; 
Charleston,  West  Virginia;  Nichols,  West  Virginia;  Echo  Cliffs, 
Arizona;  Tooele  Valley,  Utah;  Kaaterskill,  New  York;  Mt.  Marcy, 
New  York;  Catskill,  New  York;  Disaster,  Nevada;  Granite  Range, 
Nevada;  Harrisburg,  Pennsylvania;  Pine  Grove,  Pennsylvania. 

CHARTS. 

The  following  charts  may  be  secured  from  the  United  State 


Coast  and  Goedetic  Survey,  Washington,  D.  C.: 

Atlantic  Ocean. 

Sailing  charts.  A,  B,  C,  D,  each $.50 

General  charts  of  the  coast.  Nos.  6,  7,  376,  11,  19,  21,  each  .50 

Coast  charts,  Nos.  105,  106,  120,  121,  each .50 

Pacific  Ocean. 

Sailing  charts,  S .50 

General  charts  of  the  coast,  Nos.  550,  6,000,  8,100,  8,200) 

each .50 

Harbor  chart,  No.  5581 .50 

One  set  tide  tables,  Atlantic  Coast;  U.  S.  Coast  and 

Goedetic  Survey .25 

One  set  tide  tables,  Pacific  Coast;  U.  S.  Coast  and 

Geodetic  Survey .25 

Weather  maps,  Order  from  U.  S.  Weather  Bureau,  St. 

Louis,  Missouri. 


106 


High  School  Course  of  Study. 


ADDITIONAL  APPARATUS. 

1  slated  globe,  8"  with  movable  meridian $3.50 

1 series  of  lantern  slides  to  illustrate  the  phenomena  of 
Physical  Geography.  Selected  and  prepared  by 
Wallace  W.  Atwood  of  the  University  of  Chicago 
and  Jane  Perry  Cook  of  the  Chicago  Normal,  with 
descriptive  text  for  each  slide.  (Circular  sent  upon 


application.)  Complete  set,  550  slides  each .40 

1 college  bench  lantern  with  objective,  condensing  lens 
and  slide  carrier.  (Illuminant  extra  depending 

upon  the  kind  wanted) 35.00 

1 heliodon  invented  by  Prof.  J.  F Morse  of  the  Medill 
High  School,  Chicago,  an  adjustable  appliance  for 


demonstrating  the  apparent  path  of  the  sun  through 
the  sky  at  equinox  and  solstice  times  with  reference 
to  the  horizon  and  zenith  of  an  observer  at  any 


latitude.  (Circular  sent  upon  application.)  Net..  10.00 

1 soil  thermometer 1.35 

1 baragraph 40.00 

1 thermograph 40.00 


Total $130.25 

AGRICULTURE. 

24  student’s  lamp  chimneys $2.00 

24  bottles,  wide  mouth,  1 oz .46 

24  bottles,  wide  mouth,  6 oz .90 

4 thistle  tubes .40 

1 lb.  glass  tubing,  .50 

4 thermometers 4.40 

72  test  tubes,  8x1" 2.40 

1 trip  scale 6.00 

1 set  weights,  500  grams  to  1 gram 2.20 

1 Babcock  milk  and  cream  tester,  4 bottle  size 5.50 

8 shallow  pans,  1 qt 1.44 

4 glass  fufnnels,  3" .80 

2 sieves,  wooden  frames,  20  mesh .70 

2 sieves,  wooden  frames,  60  mesh .80 

1 sieve,  wooden  frame,  100  mesh .57 

1 lb.  glass  rods,  small .50 

1 lb.  glass  tubing,  small  diameter .50 

8 tripod  microscopes 4.80 

1 soil  auger 2.25 

2 percolation  cylinders,  brass 3.00 

2 evaporation  cylinders,  brass 4.50 

2 graduated  cylinders,  100  cc 1.30 

3 blast  lamps,  gasoline 9.75 


Total $55.77 


High  School  Course  of  Study. 


107 


MATERIAL  TO  BE  PURCHASED  AT  HOME. 

4 Mason’s  pint  fruit  jars. 

3 doz.  6"  flowerpots  with  saucers. 

4 doz.  4"  flowerpots  with  saucers. 

16  heavy  dinner  plates. 

16  panes  of  glass,  8x11. 

1  tiling  spade. 

1 table,  ft  x 12  ft. 

1 suitable  case  for  storing  apparatus. 

At  least  an  acre  of  ground  should  be  provided.  This  can  be 
purchased  or  leased. 

APPARATUS  NOT  REQUIRED,  BUT  VERY  DESIRABLE. 


2 soil  thermometers $2.50 

1 dissecting  microscope 9.50 

1 bucket  sprayer 5.00 


This  apparatus  may  be  purchased  of  the  W.  M.  Welch  Scientific 
Co.,  Chicago;  the  Central  Scientific  Co.,  Chicago,  or  any  other  stand- 
ard scientific  apparatus  company.  There  will  be  a discount  of 
about  ten  per  cent  from  the  prices  listed. 

The  Missouri  College  of  Agriculture  at  Columbia  will  furnish 
at  cost  collections  of  economic  seeds,  plants  and  weeds,  plant  dis- 
eases, injurious  insects  and  typical  Missouri  soils.  Much  valuable 
illustrative  material  may  be  secured  free  from  large  firms  engaged 
in  the  manufacture  of  cereal  products,  fertilizers,  etc. 

GENERAL  SCIENCE. 

1 balance,  horn  pan 

1 set  weights,  50  g.  to  1 mg 

1 set  beakers,  150  cc  to  1,000  cc 

4 wide-mouth  bottles,  2,  8,  16  and  32  oz.  (1  each) 

2 blast  lamps  provided  the  laboratory  is  not  supplied  with 

gas 

1 burette  clamp  for  iron  stand 

1 Hoffman  clamp,  medium 

1 rat  tail  file,  5" 

1 triangular  file,  5" 

3 Florence  flasks,  100,  250,  500  cc.  (1  each) 

1 round  bottom  flask,  1,000  cc 

1 iron  forcep,  4* 

3 funnels,  2,  4 and  8"  (1  each) 

4 glass  plates,  2"  square 

2 lbs.  glass  tubing,  7 mm.  outside  diam 

1 meas.  cylinder,  50  cc 

1 meas.  cylinder,  250  cc 

8 one-hole  rubber  stoppers 

8 two-hole  rubber  stoppers 

1 ring  stand,  3 rings 


$1.90 

2.00 

1.70 

.24 

6.50 

.30 

.15 

.09 

.09 

.56 

.35 

.10 

1.09 

.12 

1.00 

.50 

.90 

.50 

.50 


108 


High  School  Course  of  Study. 


6 test  tubes,  fx6" $ .14 

2 thermometers,  centigrade  110°  C 2.20 

2 thermometers,  Fahrenheit  220°  F 2.20 

4 thistle  tubes,  straight  stem .40 

1 wing  top  (burner  attachment) .08 

6 squares  iron  wire  gauze,  10  cm.  sq .24 

1 exhaust  and  compression  pump 4.00 

6 tin  pans,  7"  diam .30 

4 lamp  chimneys .34 

2 sq.  ft.  dental  rubber .60 

6 candles .30 

6 drinking  tumblers .30 

1 spool  copper  wire  No.  18 .25 

1 spool  linen  thread .10 

1 hard  glass  test  tube  1x8 .12 

1 funnel  separatory  bell  shape  with  glass  stop  cock,  2.  oz . . 1.10 

1 barometer  tube .30 

6 magnifiers 1.92 

100  13"  filter  papers 1.10 

1 meter  and  yardstick . .25 

1 lb.  marble  chips .10 

2 lbs.  mercury 4.50 

2 glass  prisms .60 

1 set  of  lenses 1.25 

1 reading  glass,  2" .50 

1 horseshoe  magnet .12 

2 bar  magnets .50 

1 electrolysis  apparatus 3.25 

1 dry  cell  battery .35 

1 electric  bell .40 

2 pinch  cocks .16 

1 pinch  cock  screw  compression .20 

2 battery  jars,  6x8 .60 

1 brass  globe  for  weighing  air 2.25 


Total $50.07 

This  apparatus  may  be  secured  from  the  W.  M.  Welch  Scientific 
Co.,  Chicago,  or  the  Central  Scientific  Co.,  Chicago. 


chemicals  (Less  than  $10.00.) 


Acid,  hydrochloric 
Acid,  sulphuric 
Alcohol 

Ammonium  hydroxide 
Carbon  disulphide 
Charcoal,  lumps 
Copper  sulphate 
Ether 
Gasoline 

Hydrogen  peroxide 


Iron  filings 

Lime  Water 

Litmus  paper 

Paraffin 

Phosphorus 

Potassium  chlorate 

Potassium'  permanganate 

Starch 

Sugar,  Cane  and  Grape 
Zinc  and  zinc  sheet 


109 


High  School  Course  of  Study. 

% 

In  addition,  some  equipment  should  be  purchased  for  individual 
experiments  by  the  class.  The  cost  of  the  individual  equipment 
will  probably  vary  from  six  to  twelve  dollars  per  student,  depend- 
ing upon  the  method  of  instruction  used. 

MANUAL  TRAINING. 

The  following  suggested  equipment  for  woodworking  and 

mechanical  drawing  is  taken  from  The  University  of  Missouri 
Bulletins  volume  17,  number  3,  entitled  Technical  Manual  Arts 
for  General  Educational  Purposes  by  Ira  S.  Griffith,  Chairman 

the  Manual  Arts  Department. 

WOODWORKING. 

MINIMUM  BENCH  EQUIPMENT. 

Bench,  open  frame  without  drawer,  glued-up  top  23"  by 

52",  tool  rack,  rapid  acting  vise,  approximate  cost. . . . $10.00 

Jack-plane,  14",  each 1.85 

Wooden  mallet,  round,  hickory,  5"x3" .13 

Rule,  2-foot .17 

Hammer,  bellfaced  claw,  13  oz .50 

Chisels,  socket  firmer,  f " and  |",  both .85 

Marking  gage .12 

Trysquare,  7|" .24 

Backsaw,  12" 1.10 

Swedish  sloyd  knife  No.  7 .40 

Bench  brush .30 

Benchhook .25 

Chiselboard .00 


Total  list  price $15.91 

MINIMUM  INDIVIDUAL  EQUIPMENT. 

1 jackplane  single  iron $ . 25 

MINIMUM  GENERAL  EQUIPMENT  FOR  TWENTY  PUPILS. 

6 wing  dividers,  6",  each  23c $1.38 

6 pencil  compasses,  each  15c .90 

6 nail  sets,  cup  pointed,  assorted  size,  each  10c .60 

6 trysquares,  12",  each  36c : 2.16 

3 turningsaws  and  frames,  18",  each  $1.00 3.00 

6 spokeshaves,  Bradshaw  and  Field  or  Stanley  No.  84,  2|", 

nut  adjusted,  each  59c 3.54 

3 gouges,  1",  No.  8,  outside  bevel,  each  43c 1.29 

2 ratchet  braces,  8"  sweep,  each  $1.45 2.90 

2 plain  braces,  8"  sweep,  each  $1.08 2.16 

3 crosscut  saws,  22",  10  pt.,  each  $1.55 4.65 

3 ripsaws,  24",  8 pt.,  each  $1.65 4.95 

2 planes,  jointer,  22",  each  $3.03 6.06 

2 rosehead  countersinks,  each  23c .46 


110 


High  School  Course  of  Study. 


2 screwdriver  bits,  each  17c $ .34 

4 screwdrivers,  4"  blade,  fluted  handle,  each  25c 1.00 

2 auger  bits,  1|",  each  80c 1 .60 

4 auger  bits,  1",  each  60c 2.40 

2 auger  bits,  f ",  each  50c 1.00 

4 auger  bits,  each  35c 1.40 

4 dowel  bits,  f ",  each  27c 1.08 

4 dowel  bits,  |",  each  27c 1.08 

4 dowel  bits,  3-16",  each  12c .48 

1 T-bevel,  8" 44 

1 monkey  wrench,  8" .50 

1 pair  combination  pliers,  6" .40 

2 combination  India  oilstones,  6"x2"xl",  in  iron  boxes, 

each  SI. 00 2.00 

1 oil  can,  l pt , each  18c .18 

6 handscrews,  No.  812,  each  40c 2.40 

2 steel  bar  carpenter  clamps,  2\  ft.,  each  SI. 69 3.38 

1 set  steel  figures,  3-16",  each  SI. 88 1.88 

1 shellac  can,  1 qt .25 

1 kerosene  glue  heater,  2 pts 1.50 

1 steel  framing  square 1.00 

6 copingsaws  with  blades,  each  25c 1.50 

2 brad  awls,  each  15c .30 

2 scribe  awls,  each  15c .30 

1 Pyko  peerless  dry  emery  grinder 6.00 

1 Stanley  combination  plane 6.00 


Total  list  price  for  general  equipment S72 . 46 


LIBERAL  BENCH  EQUIPMENT. 

Where  money  is  available  for  individual  edged  tools,  the  benches 
best  suited  are  of  the  cabinet  type  having  drawers  below  in  which 
each  student  may  keep  his  individual  edged  tools.  Such  bench 
with  drawers  enough  to  accommodate  all  the  boys  that  will  be  able 
to  make  use  of  the  bench  during  the  day,  with  a hinged  or  revolving 
board  upon  which  may  be  fastened  the  general  tools  that  belong 
to  that  bench,  will  cost  approximately  $16.50.  This  includes  a 
first  class  rapid  acting  vise.  The  following  tools  should  be  added 


to  those  specified  for  the  minimum  bench  equipment: 

Smoothplane,  If"  cutter,  8"  long $1.66 

Jointerplane,  2|"  cutter,  22"  long * 3.03 

Screwdriver,  6" .35 

T-bevel,  6" .40 

Combination  India  oilstone,  I"x2"x6" 1.00 

Oil  can .18 

Crosscut  saw,  20",  10  pt 1.40 

Ripsaw,  22",  8 pt 1.55 

Spokeshave,  2|"  blade,  Bradshaw  and  Field  or  Stanley  No. 

84 57 


Total  list  price $10.14 


High  School  Course  of  Study. 


Ill 


LIBERAL  INDIVIDUAL  EQUIPMENT. 

Provide  for  each  drawer,  that  is,  provide  each  boy  with  the 


following: 

Chisel,  1",  bevel  edged,  firmer  socket $ .57 

Chisel,  l",  bevel  edged,  firmer  socket .41 

Chisel,  f",  socket  mortise .40 

Plane  iron  for  jointer .29 

Plane  iron  for  jackplane .25 

Plane  iron  for  smootliplane .23 

Spokeshave  iron .15 

Sloyd  knife,  2f" ~ .40 


Total  list  price $2.70 


This  list  presupposes  that  the  mortising  of  the  .first  year  will  be 
done  by  chisel  alone;  no  boring.  If  mortises  are  to  be  bored  first,  it 
will  be  advisable  to  equip  each  bench  with  an  8"  ball-bearing  brace, 
cost,  $1.45. 

LIBERAL  GENERAL  EQUIPMENT  FOR  TWENTY  PUPILS. 

In  addition  to  the  general  tools  specified  for  the  minimum 
equipment,  make  the  following  changes  and  additions: 

Omit  emery  grinder,  rip  and  crosscut  saws,  the  plain  braces  in  case 
the  bench  is  so  equipped,  handscrews  and  clamps,  and  glue  heater. 


Add  these: 

1 doz.  handscrews,  cost  each  40c $4.80 

2 doz.  carpenters’  clamps,  wood  bar,  2-ft.,  each  85c 20.40 

1 doz.  carpenters’  clamps,  wood  bar,  4-ft.,  each  95c 11.40 

1 set  steel  letters,  3-16",  each  $1.88 1.88 

1 steam  or  electric  glue  heater,  each  $9.50 9.50 

2 drawknives,  8",  each  65c 1.30 

\ doz.  steel  cabinet  scrapers,  each  10c .60 

1 set  auger  bits  in  box,  each  $4.00 4.00 

Electric  grinder  and  motor 50.00 

1 bandsaw  and  motor 150.00 


Total  list  price $253 . 88 


Lockers  for  unfinished  work  will  cost  about  $4  per  pupil  and 
glue  and  varnish  tables  $4.50  per  running  foot,  according  to  the 
Montclair,  N.  J.t  system,  which  is  highly  recommended  for  con- 
venience and  completeness. 

About  10  per  cent  should  be  added  to  the  cost  of  equipment 
for  breakage  and  supplies  unthought  of. 


112 


High  School  Course  of  Study. 


MECHANICAL  DRAWING. 

FOR  A CLASS  OF  TWENTY  PUrILS  WORKING  AT  THE  SAME  TIME. 


20  drawing  tables,  top  40x26,  cabinet  style $240 . 00 

20  sets  of  drawing  instruments 70.00 

20  T-squares  (cherry) 8.00 

20  triangles,  45,  7" 8.00 

20  triangles,  30,  60,  7" 7.00 

20  white  pine  drawing  boards,  20"x25" 18.00 

20  architects’  triangular  scales 8.50 

20  irregular  curves 9.60 


Total  list  price $369 . 10 

Each  pupil  should  possess  the  following: 

1 dozen  thumb  .tacks .05 

1 pencil  and  ink  eraser .05 

1 sponge  eraser .10 

1 sketchbook,  for  pencil .10 

1 pencil,  soft,  finest  grade,  No.  2 .10 

1 pencil,  4H,  for  mechanical  drawing .05 

1 bottle  Higgins’  black  drawing  ink .25 


Drawing  paper  in  large  sheets,  size  19x24,  of  good  quality,  for 
mechanical  drawing,  may  be  had  from  2c  to  5e  per  sheet. 

(In  many  communities  pupils  are  required  to  purchase  instru- 
ments.) 

DEALERS  IN  TOOLS  AND  MANUAL  TRAINING  SUPPLIES. 

Schroeter  Bros.  Hardware  Co.,  717-719  Washington  Ave.,  St. 
Louis,  Mo.;  Simmons  Hardware  Co.,  St.  Louis,  Mo.;  Orr  & Lockett 
Hardware  Co.,  71-73  Randolph  St.,  Chicago,  111.;  E.  H.  Sheldon 
& Co.,  320  North  May  St.,  Chicago,  111.;  Hammacher,  Schlemmer 
& Co.,  4th  Ave.  and  13th  St.,  New  York  City;  The  Chas.  A.  Strelinger 
Co.,  96  Bates  St.,  Detroit,  Mich. 

DEALERS  IN  DRAWING  MATERIAL. 

The  following  firms  are  among  those  which  are  reliable:  Eugene 
Dietzgen  Co.,  Chicago;  F.  Weber  & Co.,  St.  Louis;  A.  S.  Aloe  Co., 
St.  Louis;  Keuffel  & Esser  Co.,  St.  Louis. 

HOUSEHOLD  ARTS. 

FOR  SIXTEEN  STUDENTS  WORKING  AT  A TIME. 

COOKING. 

The  following  list  of  equipment  is  intended  to  be  suggestive. 
The  prices  quoted  are  only  approximate.  In  the  case  of  such  things 
as  desks,  refrigerator,  supply  cabinet  and  cupboards,  cheaper  equip- 
ment may  be  secured,  if  necessary.  Detailed  information  with 
regard  to  equipment  may  be  found  in  Equipment  for  Teaching 
Domestic  Science  by  Helen  Kinne.  Whitcomb  & Barrows  Hunting- 
ton  Chambers,  Boston,  Mass.  The  price  of  this  book  is  eighty  cents. 


High  School  Course  of  Study.  113 

Gas  range $21.00 

Gasoline  stove,  with  oven  (if  there  is  no  gas) 10.00 

16  individual  stoves,  each  .75 12.00 

8 desks,  each  5 ft.  long,  each 25.00 

16  stools,  each  .50 8.00 

1 sink 4.00 

Refrigerator 25.00 

Supply  cabinet 10.00 

Grocery  cupboard 5.00 

China  cupboard 10.00 

1 set  scales 3.00 

1 microscope . 20.00 

8 dishpans,  each  . 25 2.00 

8 tin  boxes  for  flour,  each  .08 .64 

8 tin  boxes  for  sugar,  each  .08 .64 

8 plates  for  soap  and  sapolio,  each  .05 .40 

100  test  tubes 1.00 

Litmus  paper 

Box  of  corks 

Box  of  matches .03 

8 thermometers,  each  .30 2.40 

4 shallow  biscuit  pans  made  to  fit  the  oven .40 

8 biscuit  cutters,  each  .05 .40 

Roasting  pan .25 

2 deep  iron  kettles .75 

<2  wire  baskets,  each  . 10  .20 

2 draining  spoons .06 

2 large  stew  kettles,  each  .50 1.00 

Large  grater .05 

2 large  double  boilers,  each  .25 .50 

4 ice  cream  freezers,  1 qt 5.00 

2 doz.  fruit  jars 1.50 

2 doz.  jelly  glasses 2.00 

8 muffin  rings 2.00 

Meat  grinder 1.25 

Coffeepot  (percolator) 3.50 

Flour  sifter .10 

Tea  kettle .75 

6 small  tin  buckets .30 

Large  sauce  pan .25 

Carving  knife .25 

Tea  pot .25 

2 scrubbing  brushes,  each  .15 .30 

40  dish  cloths,  linen,  l yard  in  length 2.00 

50  dish  towels,  linen,  1 yard  in  length 7.50 

16  sets  of  apparatus,  as  follows: 

tablespoon 06  2-3 

2 teaspoons,  each  . 03  1-3 06  2-3 

salt  spoon 05 

wooden  spoon 05 

S— 8 


114 


High  School  Course  of  Study. 


fork $ .07 

spatula 25 

paring  knife 05 

measuring  cup 08 

mixing  bowl 50 

large  baking  dish 35 

ramekin 10 

plate  (porcelain) 10 

pie  tin 03 

clover  egg  beater 10 

egg  whip 02 

rolling  pin 30 

molding  board 10 

deep  cake  and  bread  pan 10 

2 sauce  pans,  each  .25 50 

caver  for  sauce  pans 05 

frying  pan 08 

wire  strainer 10 

double  boiler . . . . ? 25 


SEWING. 

This  list,  as  the  preceding  one,  is  intended  to  be  suggestive. 
The  prices  quoted  are  only  approximate.  In  the  case  of  tables, 
cabinets  and  teacher’s  desk,  cheaper  equipment  may  be  secured. 


4 tables,  each  10  ft.  in  length,  each  $16.00 $64.00 

16  chairs,  each  .75 12.00 

2 cabinets,  each  $10.00 20.00 

1 teacher’s  desk 15.00 

1 mirror 6.00 

4 sewing  machines,  each  $25.00 100.00 

16  sets  as  follows: 

12-inch  ruler .05 

yard  ruler,  metal  edge .20 

pair  scissors .75 

tape  measure .05 

pin  cushion .10 

emery .05 

work  box .10 


SUGGESTIONS  FOR  EQUIPPING  AND  CARING  FOR 
LIBRARIES. 

GENERAL  INFORMATION 

1.  Following  the  name  of  each  book  two  prices  are 
given.  The  first  is  the  publishers  list  price.  The  second 
is  the  special  district  price  which  the  Missouri  Store  Co., 
Columbia  Mo.  makes  to  boards  of  education  when  hooks  are 
purchased  for  library  purposes.  The  district  price  is  f.  o.  b. 
Columbia,  Mo.,  and  for  mail  or  express  shipments  the  terms 
are  the  same  as  listed ; but  on  all  orders  amounting  to  twenty- 
five  ($25.00)  dollars  or  more,  the  Missouri  Store  Co.  will 
prepay  freight  charges  to  the  school’s  nearest  freight  station. 
As  a rule,  nothing  is  gained  by  asking  for  bids  on  orders  of 
books.  For  list  of  publishers  see  page  166. 

2.  In  writing  for  books  one  should  be  careful  to  state 
exactly  what  is  wanted , giving  author,  title,  edition,  publisher. 
This  will  avoid  mistakes,  confusion  and  delay  in  shipment. 
To  save  space,  the  abbreviation  E.  L.  in  parenthesis  thus 
(E.  L.),  following  a title  is  used  to  designate  Everyman’s 
Library  edition.  This  edition  of  the  classics  is  also  published 
in  a special  “reinforced  library  binding,”  list  price  50  cents, 
which  the  Missouri  Store  Co.  will  furnish  at  38  cents  per 
volume,  but  unless  otherwise  specified  orders  are  filled  in 
the  regular  trade  edition  at  32  cents  per  volume. 

3.  The  order  for  all  books  to  be  purchased  during  the 
year  should  be  placed  before  the  opening  of  school  so  the 
pupils  may  have  the  use  of  them  during  the  entire  term. 

4.  Third  class  high  schools  should  have  at  least  the 
double  starred  (**)  books  for  every  subject  taught.  Second 
class  high  schools  should  have  the  double  starred  books 
and  at  least  half  of  the  single  starred  (*)  books  or  their  equiva- 
lent in  every  subject  taught.  First  class  high  schools  should 
have  for  a minimum  all  the  double  starred  and  single  starred 
books  or  the  equivalent  of  same  in  every  subject  taught. 
In  books  marked  by  a cross  (x)  the  department  recommends 
that  duplicate  copies  be  secured,  at  least  one  copy  for  every 
four  students. 


(115) 


116 


High  School  Course  of  Study. 


5.  Cheap  but  serviceable  editions  of  the  standard 
works  of  literature  are  specified  so  that  districts  with  small 
appropriations  may  purchase  a maximum  amount  of  usable 
material.  Districts  with  ample  funds  may  find  it  advisable 
to  purchase  higher  priced  editions.  There  are  so  many 
good  cheap  editions  of  the  classics  suggested  for  study  and 
practice  (see  pages  36-39)  that  no  particular  edition  is  recom- 
mended for  this  purpose.  Many  of  the  school  book  companies 
publish  excellent  editions  of  these. 

6.  Every  high  school  teacher  should  have  access  to  a 
few  good  books,  treating  methods  of  presenting  special  sub- 
jects. A suggested  list  is  given  on  page  162. 

7.  When  the  books  are  received  they  should  be  com- 
pared with  the  order  and  bill.  Each'  book  should  then  be 
carefully  opened  by  placing  the  back  on  a flat  surface  and 
smoothing  down  a few  leaves  at  the  front  and  back  alternately, 
pressing  upon  the  inner  margin,  until  the  middle  of  the  book 
is  reached.  Opening  a new  book  in  this  way  tends  to  make 
it  stay  open  at  any  page  desired  and  prevents  splitting  or 
breaking  the  binding. 

8.  A permanent  record  of  each  new  book  should  be 
made.  This  record  should  include  the  author,  title,  publisher, 
date,  cost  and  from  whom  purchased.  Each  volume  should 
be  numbered  and  stamped  indelibly  with  the  name  of  the  school 
(see  under  library  records,  page  32). 

9.  The  library  should  be  as  convenient  as  possible  to 
the  students  during  study  hours,  and  books  should  be  loaned 
for  home  study  and  reading.  Books  loaned  should  be  charged 
to  the  borrower  until  they  are  returned.  The  library  is 
of  service  only  to  the  extent  to  which  it  is  used.  If  the  library 
is  large  enough  to  warrant  the  employment  of  a regular  librari- 
an, some  one  with  special  library  training  should  be  secured. 
Every  library  of  over  1000  volumes  should  be  catalogued 
on  cards. 

10.  The  following  lists  of  books  are  neither  perfect 
nor  exhaustive.  They  are  intended  as  a guide  for  schools 
that  do  not  already  have  a good  working  library.  For 
additional  reference  books  in  the  various  subjects  see  Bulletin 
No.  545,  issued  free  by  the  U.  S.  Bureau  of  Education. 
For  additional  books  of  general  interest  for  home  reading 
see  the  Report  of  the  Committee  upon  Home  Reading  (issued 


High  School  Course  of  Study. 


117 


by  the  National  Council  of  Teachers  of  English,  68th  Street 
and  Steward  Avenue,  Chicago). 

11.  On  page  163  will  be  found  lists  of  bulletins  for 
free  distribution  in  various  subjects  from  different  sources. 
Many  of  these  bulletins  contain  valuable  information  which 
it  is  difficult  to  receive  from  any  other  sources.  Every  good 
high  school  library  should  have  a collection  of  well  selected 
bulletins.  These  bulletins  should  be  classified  and  listed 
so  that  they  can  be  referred  to  easily.  The  fact  that  these 
bulletins  are  distributed  free  of  cost  should  not  be  an  induce- 
ment to  handle  them  carelessly.  It  has  taken  public  money 
to  have  these  bulletins  published  and  they  should  receive 
as  careful  attention  as  other  library  books.  While  this 
department  urges  the  securing  of  well  selected  collections 
of  bulletins,  it  wishes  to  discourage  the  practice  of  indis- 
criminate ordering  of  bulletins  regardless  of  the  nature 
of  the  bulletins,  whether  they  will  be  of  value  to  the  school 
or  not.  Only  such  bulletins  should  be  secured  as  will 
be  of  actual  help  in  some  course. 


BOOKS  FOR  HIGH  SCHOOL  LIBRARIES. 

See  pages  115,  116,  117. 

The  double  starred  (**)  books  in  every  subject  taught 
constitute  the  minimum  library  equipment  for  a third  class 
high  school. 

The  double  starred  books  and  at  least  one  half  of  the 
single  starred  (*)  books  or  their  equivalent  in  every  subject 
taught  constitute  the  minimum  library  equipment  for  a 
second  class  high  school. 

The  double  starred  and  single  starred  books  or  their 
equivalent  in  every  subject  taught  is  the  minimum  library 
equipment  for  a first  class  library. 

Duplicate  copies  or  their  equivalent  should  be  secured 
in  books  marked  with  a cross  (x). 


GENERAL  REFERENCE. 

Lisfc  Dist. 
Price  Price 

**  Abstract  of  Census  (write  congressman) Free 

**Webster’s  New  International  Dictionary,  Merriam  $12.00  $10.80 
*Bartlett,  Familiar  Quotations,  new  edition,  Little . . 3.00  2.26 

*Brewer,  Reader's  Handbook,  Lippincott 2.00  1.52 

* Classical  Dictionary,  Harper 6.00  5.15 

*Lippincott’s  New  Gazetter,  Philadelphia 10.00  8.70 

*Lippincott’s  Biographical  Dictionary,  Philadelphia  10.00  8.70 

* New  International  Encyclopaedia  (24  vols.),  sec- 

ond edition,  Dodd,  Mead 92.50  90.75 

*Rand  McNally’s  Indexed  Atlas  of  the  World  (2  . 

vols.) 25.00  23.35 

* World  Almanac,  New  York  World  (Paper), 

Annual .30  .30 

Brewer,  Dictionary  of  Phrase  and  Fable,  Lippincott  1.50  1.15 

Roberts’,  Rules  of  Order,  Scott,  Foresman .75  .49 

Roget,  Thesaurus  of  English  Words  and  Phrases, 

new  edition,  Crowell 1.50  .99 

Stephen  and  Lee’s  Dictionary  of  National  Biogra- 
phies (22  vols.),  Macmillan 93.50  80.00 

World  A Imanac,  New  York  World,  (cloth)  Annual  .60  .52 


(118) 


High  School  Course  of  Study. 


119 


ENGLISH. 

FOR  REFERENCE,  STUDY  AND  GENERAL  READING. 

List  Dist. 

Price  Price 

**Greenough  and  Kittredge,  Words  and  their  Ways 

in  English  Speech,  Macmillan $1.10  $ .96 

* *Lounsberry,  History  of  English  Language,  Holt . 1.25  1.09 

**Whitney,  Essentials  of  English  Grammar,  Ginn.  . .75  .66 

x(**)Wooley,  Handbook  of  English  Composition.  . . .75  .66 

**Fulton  and  Trueblood,  British  and  American 

Eloquence,  Ginn 1.25  1.09 

x(**)Gayley,  Classic  Myths  in  English  Literature, 

Ginn 1.50  1.30 

x(**)Manley,  English  Poetry,  Ginn 1.50  1.32 

x(**)Manley,  English  Prose,  Ginn 1.50  1.32 

x(**)Page,  Chief  American  Poets,  Houghton 1.75  1.52 

- x(**)Pancoast,  Introduction  to  American  Literature, 

Holt 1.12  1.00 

x(**)Pancoast,  First  Book  in  English  Literature, 

Holt 1.25  1.10 

* * Pancoast,  Standard  English  Poems,  Holt 1.50  1.20 

**Pancoast,  Standard  English  Prose,  Holt 1.50  1.30 

**  Bible,  No.  6653  (Authorized  version),  “Interna- 
tional” (Cloth)  Winston 1.50  .98 

**Bible,  Biblical  Idyls,  Ed.  Moulton,  Macmillan.  . .50  .43 

x(**)Burke,  American  Speeches  and  Letters,  (E.  L.), 

Dutton .40  .32 

**Carlyle,  Essays  on  Burns,  Scott  and  Johnson 

(Temple  Classics) .45  .39 

**Childs  (Tr.)  Beowulf,  (Riv.  Ser.),  (on  linen) 

Houghton .25  .23 

**Cooper,  The  Deerslayer,  (Pocket  Classics),  Mac- 
millan  *.  . . .25  .23 

**Cooper,  The  Pilot,  Abridged,  (Eclectic  Classics), 

Am.  Bk.  Co : 40  .36 

**Cooper,  The  Spy,  (Pocket  Classics),  Macmillan.  . .25  .23 

**Emerson,  Essays,  (Riv.  Lit.  Ser.),  Houghton.  ...  .40  .32 

**  Everyman  and  Other  Miracle  Plays,  (E.  L.), 

Dutton .40  .32 

**Franklin,  Autobiography,  (E.  L.),  Dutton .40  .32 

**Goldsmith,  Poems  and  Plays,  (E.  L.),  Dutton.  . . .40  .32 

**Gregory,  Seven  Short  Plays,  Luce 1.75  1.40 

**Hawthorne,  Twice  Told  Tales,  (Riv.  Lit.  Ser.), 

Houghton .60  .48 

* *Heydrick,  Types  of  the  Short  Story,  Foresman ...  .35  .32 

**Irving,  Sketch  Book  (E.  L.),  Dutton .40  .32 

x(**)  Lamb,  Tales  of  Shakespeare,  (E.  L.),  Dutton  .40  .02 

**Lineoln,  Speeches  and  Letters,  (E.  L.),  Dutton.  . .40  .32 

** Longfellow,  Poems , 1823,  1866,  (E.  L.),  Dutton  .40  .32 


120 


High  School  Course  of  Study. 


**Lowell,  Poems,  (Household  Ed.),  Houghton.... 

List 

Price. 

$1.50 

Dist. 

Price. 

$1.13 

**Palgrave,  Golden  Treasury  of  English  Verse, 
(E.  L.),  Dutton 

.40 

.32 

**Poe,  Complete  Poetical  Works,  Burt 

1.00 

.44 

**Scott,  Complete  Poetical  Works,  Ed.  by  Norton 
(Astor  Ed.),  Crowell 

.60 

.40 

**Scott,  Ivanhoe,  (E.  L.),  Dutton 

.40 

.32 

* *Shakespeare,  Plays,  each,  (cloth  cover) 

.25 

.23 

Hamlet 
Henry  V. 

Henry  VIII. 

Julius  Caesar. 
Macbeth. 

Merchant  of  Venice. 
Twelfth  Night. 
Comedy  of  Errors. 


**Stevenson,  Treasure  Island , (E.  L.),  Dutton.  ...  .40  .32 

**Stevenson,  An  Inland  Voyage,  and  Travels  with 

a Donkey,  (E.  L.),  Dutton .40  .32 

**Tennyson,  Poems  and  Dramatic  Works,  (Cam- 
bridge Edition),  Houghton 2.00  1.50 

**Washington,  Farewell  Address,  etc.,  Houghton.  . .25  .23 

x(* *) Webster,  Best  Speeches,  Little .35  .32 

50  Volumes  (**)  Books — Total  cost  (one  copy  of 

each) $29.27 

*Genung,  Working  Principles  of  Rhetoric,  Ginn..  1.40  1.22 

*Krapps,  Modern  English,  Scribner 1.25  1.09 

*Meiklejohn,  The  English  Language , Its  Grammar, 

History  and  Literature,  Heath 1.25  1.09 

*Skeat,  A Concise  Etymological  Dictionary,  Claren- 
don  1.25  1.09 

*Skeat,  Principles  of  English  Etymology,  (2  vols.), 

Clarendon 4.85  4.29 

*Toller,  History  of  English  Language,  Macmillan . . 1.10  .97 

*Bates,  Talks  on  the  Study  of  Literature,  Houghton  1.50  1.15 

*Brink,  The  Making  of  an  Oration,  McClurg 1.50  1.12 

*Bulfinch,  Age  of  Chivalry,  McKay 1.25  .80 

*Corson,  Introduction  to  Shakespeare,  Heath 1.10  .86 

*Dowden,  Shakespeare,  His  Mind  and  Art,  Harper  1.75  1.20 

*Fairbanks,  Mythology  of  Greece  and  Rome,  Apple- 

ton 1.50  1.30 

*Fairchild,  The  Making  of  Poetry,  Putnam 1.50  1.30 

*Gayley  and  Young,  English  Poetry,  Its  Principles 

and  Progress,  Macmillan 1.10  .97 

*Jenks,  Lives  of  Great  Writers  Series-,  (School  Edi- 
tion), Barnes,  each .50  .44 


High  School  Course  of  Study.  121 

In  the  Days  of  Chaucer. 

In  the  Days  of  Goldsmith.  List  Dist 

In  the  Days  of  Shakespeare.  Price.  Price. 

*Jusserand,  English  Wayfaring  Life  in  the  1 V. 

Century , Putnam $3.00  $2.52 

*Lathrop,  Where  Shakespeare  Set  His  Stage,  Pott.  . 2.00  1.72 

*Matthews,  The  Short  Story,  Am.  Bk.  Co 1.00  .87 

*Morley,  English  Men  of  Letters  Series,  Harper, 

each .75  .49 

Addison  Coleridge  Scott 

Bacon  Dickens  Shelley 

Burke  Goldsmith  Thackeray 

Burns  Johnson  Wordsworth 

Byron  Pope 

*Stedman,  American  Anthology,  Houghton 2.00  1.73 

*Stedman,  Victorian  Anthology,  Houghton 1.75  1.51 

*Tisdel,  Studies  in  Literature,  Macmillan.  .90  .79 

*Warner,  American  Men  of  Letters  Series,  Hough- 
ton, each 1.25  .95 


Washington  Irving. 

J.  Fenimore  Cooper. 

Ralph  Waldo  Emerson. 

Edgar  Allen  Poe. 

William  Cullen  Bryant. 

Nathaniel  Hawthorne. 

Henry  W.  Longfellow. 

John  (Jreenleaf  Whittier. 

*Woodbridge,  The  Drama,  Its  Laws  and  Technique, 


Allyn  and  Bacon .80  .69 

*Addison,  Spectator,  Dutton .40  .32 

*Bacon,  Essays,  (E.  L.),  Dutton .40  .32 

*Bates,  A Ballad  Book,  Sibley .40  .36 

*Bible,  Modern  Reader's  Bible , Ed.  by  Monetou, 

Macmillan 2.00  1.62 

*Browning,  Selected  Poems,  Ed.  by  Burton,  Heath  .60  .54 

*Bryant,  Poetical  Works,  (Household  Ed.),  Apple- 

ton  1.50  1.13 

*Burns,  Poems,  Songs  and  Letters,  (Globe  Ed.), 

Macmillan 1.75  1.43 

*Byron,  Poems,  (2  vols.),  (Camelot  Series),  Scott  .80  .70 

*Chaucer,  Canterbury  Tales,  (E.  L.),  Dutton .40  .32 

*Clemens,  (Mark  Twain),  Adventures  of  Tom 

Sawyer , Harper 1.75  1.16 

*Coleridge,  The  Golden  Book  of  Coleridge,  (E.  L.), 

Dutton .40  .32 

*Cook  and  Tinker,  Translations  from  Old  English 

Poetry,  Ginn 1.00  .88 

*De  Foe,  Robinson  Crusoe,  (E.  L.),  Dutton .40  .32 


122 


High  School  Course  of  Study. 


List  Dist. 
Price.  Price. 

*De  Quincey,  Confessions  of  an  English  Opium 

Eater,  (E.  L.),  Dutton $ .40  $ .32 

* Dickens,  Novels,  (E.  L.),  Dutton,'  each .40  .32 

Christmas  Stories. 

Nicholas  Nickleby. 

Barnaby  Rudge. 

Old  Curiosity  Shop. 

Oliver  Twist. 

Pickwick  Papers. 


*Evans  (George  Eliot),  Adam  Bede,  (E.  L.),  Dut- 
ton   .40  .32 

*Gaskell,  Cranford,  (E.  L.),  Dutton .40  .32 

*Howells,  A Hazard  of  New  Fortunes , Harper.  ...  1.50  1.00 

*Howells,  Heroines  of  Fiction,  (2  vols.),  Harper.  . 3.75  2.88 

*Howells,  My  Mark  Twain,  Harper 1.40  1.10 

*Howells,  The  Rise  of  Silas  Lapham,  (Riv.  Lit. 

Ser.),  Houghton .60  .50 

*Irving,  The  Alhambra,  Ginn .40  .35 

Irving,  Knickerbocker  History  of  New  York,  Burt  .75  .43 

*Irving,  Life  of  Goldsmith,  Houghton . .50  .42 

*Johnson,  Six  Chief  “Lives,”  Ed.  by  Arnold,  Mac- 
millan   1.25  1.11 

* Kipling,  Departmental  Ditties  and  Ballads  and 

Barrack  Room  Ballads,  Doubleday 1.35  1.03 

* Kipling,  Plain  Tales  from  the  Hills,  Doubleday..  1.35  1.03 

*Kipling,  The  Seven  Seas,  Doubleday 1.50  1.15 

*Lang,  Leaf  and  Meyers,  Homer's  Iliad .80  .70 

*Longfellow,  Complete  Poetical  Works  (Household 

Ed.),  Houghton 1.50  1.13 

*Milton,  Poetical  Works,  Ed.  by  Moody,  (Student 

Ed.),  Houghton 1.50  1.29 

*Shelley,  Poems,  Ed.  by  Brooke,  Macmillan 1.00  .80 

*Stevenson,  The  Amateur  Emigrant  and  the  Sil- 
verado Squatters,  Scribner 1.00  .73 

*Stevenson,  Dr.  Jekyll  and  Mr.  Hyde,  Burt .75  .43 

*Stevenson,  Virginibus  Puerisque,  Scribners 1.00  .73 

*Thackeray,  Henry  Esmond,  (E.  L.),  Dutton .40  .32 

* Whittier,  Complete  Poetical  Works,  (Household 

Ed.),  Houghton 1.50  1.13 

*Wordsworth,  Poetical  Works,  (Globe  Ed.),  Mac- 
millan   1.75  1.33 

93  vols.  (*)  Books — Total  cost  (one  copy  of  each)  $73.05 

143  vols.  (**)  and  (*)  Books — Total  cost,  (one 

copy  each) $102.32 

Abbott,  Shakespearian  Grammar,  Macmillan 1.50  1.32 

Alden,  Introduction  to  the  Study  of  Poetry,  Holt.  . 1.25  1.32 

Bradley,  The  Making  of  English,  Macmillan 1.00  .88 


High  School  Course  of  Study . 


123 


List  Dist. 

Price.  Price. 

Bright  and  Miller,  Elements  of  English  Versifi- 
cation, Ginn $ .80  $ .69 

Jespersen,  Growth  and  Structure  of  the  English  Lan- 
guage, Stechert 1.00  1.00 

Johnson,  Forms  of  English  Poetry,  Am.  Bk.  Co.  . 1.00  .87 

Smith,  English  Language,  Holt .50  .43 

Sweet,  New  English  Grammar,  (2  parts),  Claren- 
don  3.50  3.00 

Wyld,  The  Growth  of  English,  Dutton 1.00  .86 

Wyld,  Historical  Study  of  the  Mother  Tongue, 

Dutton 2.00  1.73 

Adams,  Dictionary  of  American  Authors,  Hough- 
ton   3.00  2.25 

Bradley,  Shakespearean  Tragedy,  Macmillan 2.50  2.12 

Bradley,  The  Making  of  English,  Macmillan 1.00  . 88 

Brooke,  English  Literature  from  the  Beginning  of 

the  Norman  Conquest,  Macmillan 1.50  1.29 

Cairns,  Early  American  Writers,  Macmillan....  1.25  1.11 

Child,  Early  Plays,  (Riv.  Ser.),  Houghton .40  .34 

Corson,  Introduction  to  the  Study  of  Robert  Brown- 
ing, Heath 1.10  .96 

Crabbe,  English  Synonyms,  Harper 1.25  .86 

Cross,  Development  of  the  English  Novel,  Mac- 
millan   1.50  1.25 

Crawshaw,  The  Making  of  English  Literature, 

Heath 1.30  1.14 

Gosse,  History  of  Eighteenth  Century  Literature, 

Macmillan 1.50  1.30 

Jenks,  Lives  of  Great  Writers  Series,  (School  Ed.), 

Barnes,  each .50  .44 

In  the  Days  of  Milton. 

In  the  Days  of  Scott. 

Johnson,  Forms  of  English  Poetry,  Am.  Bk.  Co.  . 1.00  .88 

Minto,  Manual  of  English  Prose  Literature,  Ginn  1.50  1.32 

Morley,  English  Men  of  Letters  Series,  Harper, 

each .75  .49 

Bunyan  De  Foe  Spencer 

Carlyle  De  Quincey  Lamb 

Chaucer  Gibbon  Locke 

Cowper  Gray  Macaulay 

Milton  Keats 

Newcomer,  Twelve  Centuries  of  English  Prose  and 

Poetry,  Scott,  Foresman 1.75  1.52 

Pace,  American  Literature  with  Readings,  Allyn 

and  Bacon 1.35  1.18 

Pollard,  English  Miracle  Plays,  Clarendon  Press . . 1.90  1.65 

Raleigh,  Wordsworth,  Longmans 1.75  1.50 


124 


High  School  Course  of  Study. 


List  Dist. 
Price.  Price. 

Rolfe,  Shakespeare,  The  Boy,  Harper $1.25  $ .94 

Saintsbury,  History  of  Elizabethan  Literature , 

Macmillan • 1.50  1.32 

Saintsbury,  History  of  Nineteenth  Century  Liter- 
ature, Macmillan 1.50  1.32 

Thayer,  Best  English  Plays,  Ginn 1.25  1.11 

Ward,  English  Poets,  (4  vols.),  Macmillan 4.00  3.56 

Warner,  American  Men  of  Letters  Series,  Hough- 
ton, each 1.25  .95 


Henry  D.  Thoreau. 
Benjamin  Franklin. 
George  William  Curtis. 
Bayard  Taylor. 
William  H.  Prescott. 
Francis  Parkman. 


Wendell,  Literary  History  of  America,  Scribner..  3.00  2.36 

Arnold,  Prose  Selections,  Ed.  by  Gates,  Holt.  ...  .75  .66 

Austen,  Sense  and  Sensibility,  (E.  L.),  Dutton..  .40  .32 

Beowulf,  Tr.  by  Childs,  (Riv.  Lit.  Ser.),  Houghton  .25  .23 

Boswell,  Life  of  Johnson,  (2  vols.),  (E.  L.),  Dutton  .80  .64 

Browne,  Religio  Medici  and  Urn  Burial,  (E.  L.), 

Dutton .40  .32 

Burroughs,  Fresh  Fields,  Houghton 1.15  .87 

Carlyle,  Sartor  Resartus  and  Heroes  and  Hero 

Worship,  (E.  L.),  Dutton .40  .32 

Clemens  (Mark  Twain),  Personal  Recollections  of 

Joan  of  Arc,  Harper 2.50  1.67 

Cowper,  Poetical  Works,  (Globe  Ed.),  Macmillan  1.75  1.33 

De  Quincey,  English  Lake  Poets,  (E.  L.),  Dutton  .40  .32 

Dryden,  Poetical  Works,  (Globe  Ed.),  Macmillan  1.75  1.33 

Evans,  (George  Eliot),  Mill  on  the  Floss,  (E.  L.), 

Dutton .40  .32 

Harte,  The  Luck  of  Roaring  Camp,  Houghton.  ...  1.00  .73 

Hawthorne,  The  Scarlet  Letter,  (E.  L.),  Dutton.  . .40  .32 

Keats,  Poems,  (E.  L.),  Dutton .40  .32 

Lamb,  Essays  of  Elia,  (E.  L.),  Dutton .40  .32 

Lowell,  My  Study  Windows,  Houghton 2.00  1.50 

Macauley,  Essays  and  Lays,  (E.  L.),  Dutton.  ...  .40  .32 

Malory,  Morte  D’ Arthur,  (2  vols.),  (E.  L.),  Dutton  .80  .61 

Manly,  Specimens  of  Pre-Shakespearean  Drama, 

(2  vols.),  Ginn 2.50  2.20 

Percy,  Reliques  of  Ancient  English  Poetry,  (2 

vols.),  (E.  L.),  Dutton .80  .64 

Pinero,  The  Thunderbolt,  Baker  (paper) .50  .45 

Reade,  The  Cloister  and  the  Hearth,  (E.  L.),  Dut- 
ton   40  .32 

Ruskin,  Crown  of  Wild  Olives,  etc.,  (E.  L.),  Dutton  .40  .32 

Scott,  Guy  Mannering,  (E.  L.),  Dutton .40  .32 


High  School  Course  of  Study. 


Shaw,  The  Devil's  Disciple,  Brentano  (paper)  . . . 
Shaw,  You  Never  Can  Tell , Brentano,  (paper) . . . 

Sheridan,  Plays,  (E.  L.),  Dutton 

Spencer,  Poems,  (Camelot  Ser.),  Scott 

Swift,  Gulliver's  Travels,  (E.  L.),  Dutton 

Thackeray,  Vanity  Fair,  (E.  L.),  Dutton 

Thoreau,  The  Main  Woods,  Houghton 

Thoreau,  Walden,  (E.  L.),  Dutton 

Van  Dyke,  Fisherman' s Luck,  Grossett  and  Dun- 
lap   


125 

List 

Dist. 

Price. 

Price. 

$ .40 

$ .36 

.40 

.36 

.40 

.32 

.35 

.32 

.40 

.32 

.40 

.32 

1.50 

1.13 

.40 

.42 

.75 

.42 

OUTSIDE  READING. 


See  page  35. 

At  least  one  copy  for  every  two  students  should  be  secured 
for  the  outside  reading. 


First  Y ear. 

Bible,  Old  Testament  Stories 

Cooper,  The  Last  of  the  Mohicans,  (E.  L.),  Dutton 
Dickens,  Tale  of  Two  Cities,  (E.  L.),  Dutton.  . . . 

Kipling,  Kim,  Doubleday,  Page 

Mark  Twain,  The  Adventures  of  Huckleberry  Fin, 

Harper 

Poe,  Tales,  (E.  L.),  Dutton 

Rice,  Mrs.  Wiggs  of  the  Cabbage  Patch,  Century.  . 

Stevenson,  Kidnapped,  (E.  L.),  Dutton 

Wiggin,  Rebecca  of  Sunnybrook  Farm,  Grossett.  . 

Second  Year. 

Bible,  Esther,  Ruth 

Blackmore,  Lorna  Doone,  (E.  L.),  Dutton 

Bunyan,  Pilgrim's  Progress,  (E.  L.),  Dutton.  . . . 
Dickens,  David  Copperfield,  (E.  L.),  Dutton.  . . . 

Hale,  The  Man  Without  a Country,  Little 

Kipling,  Captain  Courageous,  Century 

Mark  Twain,  Prince  and  Pauper,  Harper 

Scott,  Kenilworth,  (E.  L.),  Dutton 

Warner,  Being  a Boy,  (Riv.  Lit.  Ser.),  Houghton 

Third  Year. 

Bible,  Genesis,  Joshua,  Judges 

Dana,  Two  Years  Before  the  Mast,  (E.  L.),  Dutton 
Goldsmith,  The  Vicar  of  Wakefield,  (E.  L.),  Dut- 
ton   

Hawthorne,  The  House  of  Seven  Gables,  (E.  L.), 

Dutton 

Hughes,  Tom  Brown's  School  Days,  (E.  L.), 
Dutton 


List  Dist. 

Price  Price 


$ .40 

$ .32 

.40 

.32 

1.35 

1.02 

1.75 

1.16 

.40 

.32 

1.00 

.67 

.40 

.32 

.75 

.42 

.40 

.32 

.40 

.32 

.40 

.32 

.25 

.22 

1.50 

1.02 

1.75 

1.16 

.40 

.32 

.40 

.34 

.40  .32 


.40,  .32 
.40  .32 
.40  .32 


126  High  School  Course  of  Study. 

List  Dist. 

Price.  Price. 

Scott,  Quentin  Durward,  (E.  L.),  Dutton $ .40  $ .32 

Seton,  The  Trail  of  the  Sandhill  Stag,  Scribner . . 1.00  .76 

Shakespeare,  A Midsummer  Night's  Dream .25  .23 

Stevenson,  In  the  South  Seas,  Scribner 1.00  .75 

Austen,  Pride  and  Prejudice,  (E.  L.),  Dutton.  ...  .40  .32 

Eggleston,  The  Hoosier  Schoolmaster,  Grosset 75  .42 

Eliot,  Romola,  (E.  L.),  Dutton .40  .32 

Holmes,  The  Autocrat  of  the  Breakfast  Table, 

(E.  L.),  Dutton .40  .32 

Kingsley,  Westward  Ho,  (E.  L.),  Dutton .40  .32 

Peckman,  The  Oregon  Trail,  Burt .75  .42 

Shakespeare,  As  You  Like  It .25  .23 

Wright,  The  Shepherd  of  the  Hills,  Burt .75  .42 

Van  Dyke,  The  Blue  Flower,  Scribner 1.50  1.05 

MATHEMATICS. 

Ball,  Mathematical  Recreations  and  Essays,  Mac- 
millan   $3.50  $3.00 

Ball,  Short  Account  of  the  History  of  Mathematics, 

Macmillan 3.00  2.67 

Breckenridge,  Mersereau  and  Moore,  Shop  Prob- 
lems in  Mathematics,  Ginn 1.00  .89 

Cajori,  History  of  Mathematics,  Macmillan 3.50  3.02  * 

Cajori,  History  of  Elementary  Mathematics,  Mac- 
millan  1.50  1.32 

Cobb,  Elements  of  Applied  Mathematics,  Ginn.  . . 1.00  .89 

Dedekind,  Essays  on  the  Theory  of  Numbers,  tr. 

by  W.  Berman,  Chicago,  Open  Court .75  .67 

Fine,  Number  System  of  Algebra,  Heath 1.00  .88 

Gibson,  Elementary  Treatise  of  Graphs,  Mac- 
millan   .90  .85 

Hilbert,  Foundations  of  Geometry,  tr.  by  Townsend, 

Open  Court 1.00  .84 

Lagrange,  Lectures  on  Elementary  Mathematics,  tr. 

by  McCormick,  Open  Court 1.00  .84 

Lodge,  Easy  Mathematics,  Principally  Arithmetic, 

Macmillan 1.10  .96 

Row,  Geometric  Exercises  in  Paper  Folding,  Open 

Court 1.00  .84 

Schubert,  Mathematical  Essays  and  Recreations, 

Open  Court .75  .65 

Siddons  and  Vassal,  Practical  Measurements, 

Cambridge  Press .45  .40 


High  School  Course  of  Study . 127 

HISTORY. 

ANCIENT  HISTORY.  T . , „ + 

List  Dist. 

x(**)Botsford,  A History  of  the  Orient  and  Greece , Price.  Price. 

Macmillan $1.20  $1.05 

x(**)Botsford,  The  Story  of  Rome , as  Greeks  and 

Romans  Tell  It,  Macmillan .90  .81 

* *Botsford,  Source  Book  of  Ancient  History,  Mac- 

millan   1.30  1.12 

**Bulfinch,  The  Age  of  Fable,  (E.  L.),  Dutton.  ...  .40  .32 

**Bury,  A History  of  Greece,  Macmillan 1.75  1.68 

* *Church,  Stories  of  the  East,  from  Herodotus,  Dodd, 

Mead 1.25  .84 

• **(}uerber,  Myths  of  Greece  and  Rome,  Am.  Bk.  Co.  . 1.50  1.26 

x(**)Gulick,  The  Life  of  the  Ancient  Greeks,  Apple- 

ton 1.40  1.22 

* *Homer,  The  Illiad,  in  translation,  Macmillan ....  .25  .23 

* *Homer,  The  Odessey,  in  translation,  Macmillan . . .25  .23 

x(* *) Johnston,  The  Private  Life  of  the  Romans, 

Scott-Foresman 1.50  1.26 

**Jones,  The  Roman  Empire,  (Nation’s  Series), 

Putnam 1.50  1.24 

**Pelham,  Outlines  of  Roman  History,  to  476,  A.  D., 

Putnam 1.75  1.51 

**Plutarch,  Lives  of  Noble  Greeks  and  Romans,  tr. 
by  Dryden,  revised  by  Clough,  ( 3 vols.),  (E. 

L.),  Dutton 1.20  .96 

**Tarbell,  History  of  Greek  Art,  Macmillan .50  .42 

17  vols.  ( * *)  Books — Total  cost  (one  copy  of  each)  $13  51 

*Baikis,  Story  of  the  Pharoahs,  Macmillan 2.00  1.54 

*Buckley,  Home  Life  of  Ancient  Greeks,  Funk  & 

Wagnall * 2.00  1.60 

*Davis,  A Day  in  Old  Athens,  Allyn  and  Bacon.  . 1.25  1.08 

*Dill,  Roman  Society  in  Last  Century  of  Roman 

Empire,  Macmillan 2.25  1.88 

*Davis,  Readings  in  Ancient  History,  Rome,  Allyn 

and  Bacon 1.00  .87 

* Fling,  Source  Book  of  Greek  History,  Heath 1.00  .87 

*Fowler,  The  City  State  of  the  Greeks  and  Romans, 

Macmillan 1.00  .88 

*Fowler,  Caesar,  (Heroes  Series),  Putnam 1.50  1.20 

*Grant,  Greece  in  Age  of  Pericles,  Scribner 1.25  1.08 

*How  and  Leigh,  History  of  Rome  to  the  Death  of 

Caesar,  Longmans 2.00  1.70 

*Jebb,  Greek  Literature,  Am.  Bk.  Co .35  .32 

*Kiepert,  Atlas  Antiquus,  Rand  McNally 1.75  1.51 

*Mackail,  Latin  Literature,  Scribner 1.25  1.08 

*Mahaffy,  What  Have  the  Greeks  Done  for  Modern 

Civilization?  Putnam 1.50  1.14 


128  High  School  Course  of  Study. 

List  Dist. 

Price.  Price. 

*Maspero,  Life  in  Ancient  Egypt  and  Assyria, 

Appleton SI . 50  $1.20 

*Munro,  Source  Book  of  Roman  History,  Heath . . 1.00  .86 

*Oman,  History  of  Greece,  Longmans,  Green 1.50  1.35 

*Oman,  Seven  Roman  Statesmen  of  the  Later  Re- 
public, Longmans,  Green 1.60  1.40 

*Shuckburgh,  Greece  to  A.  D.  1 4,  Putnam 1.50  1.20 

*Smith,  Carthage  and  Carthaginians,  Longmans.  . . 1.25  .96 

*Tucker,  Life  in  Ancient  Athens,  Macmillan 1.25  .96 

* Wheeler,  Alexander  the  Great,  (Heroes  Series), 

Putnam 1.50  1.20 

22  vols.  (*)  Books — Total  cost  (one  copy  of  each).  $25.88 

39  vols.  ( * *)  Books  and  ( *)  Books — Total  cost  (one 

copy  of  each) $39  39 

Abbot,  Pericles,  (Heroes  Series),  Putnam 1.50  1.20 

Abbot,  Roman  Political  Institutions,  Ginn 1.50  1.24 

Breasted,  Story  of  the  Ancient  Egyptians,  Scribner  1.25  1.00 

Bury,  The  Roman  Empire  to  180  A.  D.,  Am.  Bk. 

Co 1.50  1.28 

Capes,  Early  Empires,  Scribner .90  .78 

Capps,  From  Homer  to  Theocrites,  Scribner 1.50  1.28 

Carnill,  History  of  People  of  Israel,  Open  Court 

Publishing  Co 1.50  1.14 

Church,  Roman  Life  in  the  Days  of  Cicero,  Mac- 
millan   .50  .43 

Church,  Trial  and  Death  of  Socrates,  Macmillan . . 1.00  .84 

Fairley,  tr.  Deeds  of  Augustus,  Longmans,  Green  .60  .54 

Goodspeed,  History  of  the  Babylonians  and  As- 
syrians, Scribner 1.25  1.04 

Graurud,  Roman  Constitutional  History,  Allyn 

and  Bacon 1.25  1.04 

Greenridge,  Handbook  of  Greek  Constitutional  His- 
tory, Macmillan 1.50  1.26 

Herodotus,  tr.  by  Rawlingson  (2  vols.),  (E.  L.), 

Dutton .80  .64 

Hodgkin,  The  Dynasty  of  Theodosius,  Clarendon 

Press 1.50  1.27 

Hodgkin,  Theodoric,  the  Ostrogoth,  (Heroes  Series), 

Putnam 1.50  1.20 

Holm,  History  of  Greece,  (4  vols.),  Macmillan.  . . 10.00  8.50 

Ihne,  Early  Rome,  (Epochs  of  Anc.  Hist.),  Scrib- 
ner   .90  .66 

Mahaffy,  Story  of  Alexander' s Empire  (Nation’s 

Series),  Putnam 1.50  1.20 

Marcus  Aurelius,  Thought,  tr.  by  Long,  Little, 

Brown 1.25  1.00 

Mommsen,  History  of  Rome,  (5  vols.),  Scribner.  . 10.00  7.50 

Morey,  Outline  of  Greek  History,  Am.  Bk.  Co ....  1.00  .86 


High  School  Course  of  Study.  129 


List  Dist. 
Price.  Price. 

Morey,  Outlines  of  Roman  History , Am.  Bk.  Co.  $1.00  $ .86 


Morris,  Hannibal,  (Heroes  Series),  Putnam 1.50  1.20 

Meyers,  The  Dawn  of  History , Holt,  (Home  U. 

Lib.) 50  .42 

Seignobos,  History  of  Ancient  Civilization,  Scrib- 
ner  1.25  1.06 

Tacitus,  works,  tr.,  (2  vols.),  Macmillan 2.00  1.72 

Tighe,  Development  of  the  Roman  Constitution, 

(History  Primers),  Am.  Bk.  Co .35  .32 

Tozer,  Classical  Geography  (History  Primers).  ...  .35  .32 

Winkler,  Huy,  History  of  Babylonia  and  Assyria, 

Scribner 1.50  1.28 

Wright,  Short  History  of  Greek  Literature,  Am. 

Bk.  Co 1.50  1.28 


Maps  and  Charts  for  Ancient  History. 

1.  Johnston,  Physical,  Classical  and  Historical  Maps 

of  the  Ancient  World.  Prices  from  $1.50  up 
per  map.  For  catalogue,  write  to  A.  J.  Ny- 
strom  & Company,  Chicago,  Illinois. 

2.  Kiepert  Classical  Wall  Maps,  prices  from  $6.00 

up,  per  map.  For  catalogue  write  to  Rand, 

McNally  Co.,  Chicago,  111. 

3.  McCoun,  Charts  for  Ancient  and  Classical  History, 

with  stand.  Net  price,  $15.00.  Silver,  Bur- 
dett  and  Co.,  Chicago,  111.  and  A.  J.  Nystrom 
and  Co.,  Chicago  111. 

MINIMUM  EQUIPMENT  FOR  A TWO-YEAR  HIGH  SCHOOL. 

For  the  convenience  of  the  third  class  high  schools,  especially 
where  funds  are  limited,  the  following  two  selections  of  ancient 
history  maps  are  recommended.  The  high  school  should  have  as 
a minimum  either  one  of  the  two  combinations  suggested  or  the 
equivalent  in  some  other  make  of  maps. 

I.  W.  & A.  K.  Johnston  Classical  Series: 

1.  Graecia  Antigua  (JC8400);  size  44x52  inches. 

2.  Italia  Antigua  (JC9100);  size  44x52  inches. 

3.  Orbis  Romanus  (JC9000);  size  52x44  inches. 

These  three  maps,  backed  with  durable  muslin  with  rollers 
at  top  and  bottom,  may  be  secured  from  A.  J.  Nystrom  and  Co., 
Chicago,  111.  for  $2.80  net  per  map  or  for  a total  of  $8.40.  When 
ordering  state  the  stock  number  given  in  parenthesis  after  the  name 
of  the  maps  above.  These  maps  can  also  be  secured  with  different 
mountings  and  in  chart  form.  In  that  case,  however,  the  prices 
will  be  higher.  Write  to  the  above  company  for  prices  of  the  differ- 
ent mountings. 

S — 9 


130 


High  School  Course  of  Study. 


II.  W.  & A.  K.  Johnston  European  History  Series. 

1.  Ancient  Greece  and  the  Aegean  (H1100);  size 
30x40  inches. 

2.  Ancient  Italy  (H1200);  size  30x40  inches. 

3.  The  Roman  Empire  at  the  Death  of  Augustus , 
A.  D.  14.  Inset  Roman  Empire  in  the  4th 
Century  (H1300);  size  40x30  inches. 

These  three  maps,  backed  with  durable  muslin,  with  rollers 
at  top  and  bottom,  may  be  secured  from  A.  J.  Nystrom  and  Co., 
Chicago,  111.  for  $1.50  net  per  map  or  for  a total  of  $4.50.  When 
ordering  indicate  stock  number  given  in  parenthesis  after  name  of 
map.  For  prices  for  different  mountings  write  to  the  above  com- 
pany. 


MEDIAEVAL  AND  MODERN  HISTORY. 

REFERENCE  BOOKS. 

**Adams,  Growth  of  the  French  Nation  Macmillan 
**Adams,  Civilization  During  the  Middle  Ages , 

Scribner 

**Bemont  and  Monod,  Mediaeval  Europe,  Holt.  . . . 

**Day,  History  of  Commerce,  Longmans 

x(* *)Emerton,  Introduction  to  the  Middle  Ages, 
Ginn 

* *Emerton,  Mediaeval  Europe,  Ginn 

**Gardiner,  The  Thirty  Years'  War,  (Epoch  Series) 

**Hazen,  Europe  Since  1814,  Holt 

x(**)Ogg,  Source  Book  of  Mediaeval  History,  Am. 

Bk.  Co 

* *0 gg,  Social  Progress  in  Contemporary  Europe, 

Macmillan 

x(**)Robinson,  History  of  Western  Europe,  Ginn.  . 
**Robinson,  Readings  in  European  History,  (2vols.), 

Ginn 

x(  * *)  Robinson,  Readings,  Abridged  edition 

**Robinson  and  Beard,  Development  of  Modern 

Europe,  (2  vols.),  Ginn 

**Seignobos,  History  of  Contemporary  Civilization, 

Scribner 

**Tappan,  When  Knights  Were  Bold,  Houghton... 

17  vols.  (**)  Books — Total  cost  (one  copy  of  each) 
*Archer  and  Kingsford,  The  Crusades,  (Nations 

Series)  Putnam 

*Cunningham,  Western  Civilization,  Vol.  /.,  Mac- 
millan   

*Davis,  Charlemagne , (Heroes  Series),  Putnam.  . . 

* Fletcher,  Gustavus  Adolphus,  (Heroes  Series), 

Putnam 

*Gibbins,  History  of  Commerce  in  Europe,  Mac- 
millan   


List 

Dist. 

Price 

. Price. 

$1 

.25 

$1 

.10 

2 

.00 

1 

.70 

1 

.60 

1 

.36 

2 

.00 

1 

.52 

1 

.12 

.97 

1 

.50 

1 

.30 

1 

.00 

.64 

3 

.00 

2 

.58 

1 

.50 

1 

.31 

1 

.50 

1 

.31 

1 

.60 

1 

.40 

3 

.00 

2 

.60 

1 

.50 

1 

.31 

3 

.10 

2 

.69 

1 

.25 

1. 

06 

2. 

.00 

1. 

50 

$24. 

35 

1. 

50 

1. 

14 

1. 

10 

89 

1. 

50 

1. 

14 

1. 

50 

1. 

14 

90 

80 

High  School  Course  of  Study. 


131 


List  Dist. 
Price.  Price. 

*Henderson,  A Short  History  of  Germany , Mac- 
millan  . . $2.50  $2.18 

Hodgkin,  Charles  the  Great , (Foreign  Statesmen 

Series),  Macmillan .75  .66 

* Jacobs,  Martin  Luther , (Heroes  of  the  Reformation 

Series),  Putnam 1.50  1.14 

*Jessop,  The  Coming  of  the  Friars , etc.,  Putnam.  . 1.25  .96 

* Lindsay,  A History  of  the  Reformation , Scribner.  . 5.00  4.29 

*Lowell,  E.  J.,  The  Eve  of  the  French  Revolution, 

Houghton,  Mifflin 2.00  1.50 

*Mason,  Mediaeval  France,  (Nations  Series),  Put- 
nam.   1.50  1.14 

*Mathews,  The  French  Revolution,  Longmans ....  1.25  .98 

*Munro  & Sellery,  Mediaeval  Civilization , Century  2.00  1.73 

*Ogg,  The  Governments  of  Europe , Macmillan....  3.00  2.53 

* Per  kins,  France  Under  the  Regency,  Putnam 2.00  1.71 

*Putnam,  Books  and  Their  Makers  During  the 

Middle  Ages,  Houghton 5.00  3.78 

*Robinson,  Readings  in  Modern  European  History, 

(2  vols.),  Ginn 2.90  2.50 

*Rose,  The  Revolutionary  and  Napoleonic  Era, 

1789-1815,  Putnam 1.10  .90 

*Schevill,  Political  History  of  Modern  Europe, 

Scribner 1.50  1.28 

*Schevill,  History  of  Modern  Europe,  Scribner.  ...  1.50  1.28 

*Siebohm,  Era  of  Protestant  Revolution,  (Epoch 

Series) 1.00  .65 

*Seignobos,  History  of  Mediaeval  and  Modern  Civil- 
ization to  the  End  of  the  17th  Century,  ed.  by 

James,  Scribner 1.25  1.06 

*Seignobos,  Europe  Since  1814,  tr.  by  Macoane, 

Holt 3.00  2.50 

*Seignobos,  The  Feudal  Regime,  tr.  by  Dow,  Holt . . .50  .45 

*Sergeant,  Story  of  the  Franks , (Nations  Series), 

Putnam 1.50  1.14 

*Shepherd,  Historical  Atlas,  Holt 2.50  2.17 

*Symonds,  Short  History  of  the  Renaissance  in 

Italy,  Ed.  by  Pearson,  Holt 1.75  1.33 

*Thatcher  and  Schwill,  Europe  in  the  Middle  Ages, 

Scribner 2.00  1.70 

*Walker,  The  Reformation,  Scribner 2.00  1.54 

*Wallace,  Progress  of  the  Century,  Harper 2.50  2.12 

*Wells,  Recent  Economic  Changes,  Appleton 2.00  1.12 

33  vols.  (*)  Books — Total  cost  (one  copy  of  each) . $49.45 

50  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $73.80 

Adams,  Mediaeval  Civilization,  (History  Primers), 

Am.  Bk.  Co 35  .32 


132 


High  School  Course  of  Study. 


List  Dist. 

Price.  Price. 

Andrews,  Historical  Development  of  Western  Eu- 
rope, Putnam $2.75  $2.35 

Barry,  The  Papal  Monarchy , (Nations  Series), 

Putnam 1.50  1.14 

Beazley,  Prince  Henry  the  Navigator , (Heroes 

Series),  Putnam 1.50  1.14 

Bryce,  The  Holy  Roman  Empire , Revised  Edition, 

Macmillan 1.50  1.30 

Dow,  Atlas  of  European  History , Holt 1.50  1.29 

Duncalf  and  Krey,  Parallel  Source  Book  in  Mediae- 
val History , Harper 1.10  .96 

Duruy,  History  of  France , tr.  by  Jameson,  Crowell  2.00  1.30 

Duruy,  History  of  the  Middle  Ages,  tr.  by  E.  H. 

and  M.  D.  Whitney,  Holt 1.60  1.36 

Duruy,  History  of  Modern  Times,  1454-1789,  tr. 

by  Grosnevor,  Holt 1.60  1.36 

Fick,  The  Rise  of  the  Mediaeval  Church  and  Influ- 
ence on  Civilization  of  Western  Europe,  Put- 
nam   3.50  3.00 

Fourneir,  Napoleon  the  First,  Holt 2.00  1.54 

Fyffe,  History  of  Modern  Europe,  Holt 1.75  1.50 

Gilman,  The  Saracens,  (Nations  Series),  Putnam  1.50  1.14 

Harrison,  William  the  Silent,  Burt .75  .43 

Hassall,  The  French  People,  (Great  Peoples 

Series),  Appleton 1.50  1.14 

Hume,  Phillip  II.  of  Spain,  (Foreign  Statesmen 

Series),  Macmillan .75  .56 

Hume,  The  Spanish  People,  (Great  Peoples 

Series),  Appleton 1.50  1.14 

Johnson,  Normans  in  Europe,  (Epochs  Series)..  1.00  .65 

Johnson,  Age  of  the  Enlightened  Despot,  Mac- 
millan   .90  .80 

Lane,  Poole,  Saladin,  (Heroes  Series),  Putnam.  . . 1.50  1.14 

Johnson,  Normans  in  Europe , (Epochs  Series)..  1.00  .65 

Lees,  Central  Period  of  the  Middle  Ages,  Macmillan  .90  .80 

Lodge,  A History  of  Modern  Europe,  Am.  Bk.  Co.  1.50  1.31 

Lodge,  End  of  the  Middle  Ages,  Macmillan .90  .80 

Lodge,  Richelieu,  (Foreign  Statesmen  Series), 

Macmillan .75  .66 

Lowell,  F.  C.,  Joan  of  Arc,  Houghton,  Mifflin.  ...  2.00  1.50 

Mariott,  The  Re-making  of  Modern  Europe,  Mac- 
millan   .90  .80 

Masterman,  Dawn  of  Mediaeval  Europe,  Mac- 
millan   .90  .80 

Morfill,  The  Story  of  Russia,  (Nations  Series), 

Putnam 1.50  1.14 

Perkins’  Richelieu,  (Heroes  Series),  Putnam 1.50  1.14 

Perry,  St.  Louis , (Heroes  Series),  Putnam 1.50  1.14 


High  School  Course  of  Study. 


133 


List  Dist. 

Price.  Price. 

Reddaway,  Frederick  the  Great  and  the  Rise  of 

Prussia , (Nations  Series),  Putnam $1.50  $1.14 

Sebatier,  Life  of  St.  Francis  of  Assissi,  Scribner.  . 2.50  1.89 

Skrine,  Russia , Cambridge  U.  Press 1.50  1.32 

Thatcher,  Short  History  of  Mediaeval  Europe , 

Scribner 1.25  1.10 

Thatcher  and  McNeal,  Source  Book  for  Mediaeval 

History,  Scribner 1.85  1.57 

Translations  and  Reprints  from  the  Original  Sources 
of  European  History,  (University  of  Pennsyl- 
vania), (6  vols.),  Longmans,  Green 9.00  8.10 

Trenholme,  Syllabus  for  the  History  of  Western 

Europe,  Ginn .60  .54 

Will ert,  Mirabeau,  Macmillan .75  .66 

Willert,  Henry  of  Navarre,  (Heroes  Series),  Put- 
nam   1.50  1.14 

Zimmern,  The  Hansa  Town,  (Nations  Series), 

Putnam 1.50  1.14 


Maps  and  Charts  for  Mediaeval  and  Modern  History. 

1.  W.  & A.  K.  Johnston  European  History  Series. 

Prices  from  $1.50  up  per  map. 

2.  Haack-  Hertzberg  Historical  Maps.  Prices  from 

$9.20  up  per  map.  For  catalogue  write  to 
A.  J.  Nystrom  & Co.,  Chicago,  111. 

3.  Spruner-Bretschneider  Historical  Maps.  Prices 

from  $5.20  up  per  map.  For  catalogue  write 
to  Rand  McNally  Co.,  Chicago,  111.  and  to 
A.  J.  Nystrom  & Co.,  Chicago,  111. 

4.  McCoun,  Historical  Chart  for  Mediaeval  and 

Modern  History.  Net  price  $15.00.  Silver, 

Burdett  Co.,  Chicago,  111.  and  A.  J.  Nystrom, 

Chicago,  111. 

MINIMUM  EQUIPMENT  FOR  A TWO-YEAR  HIGH  SCHOOL. 

For  the  convenience  of  third  class  high  schools,  with  limited 
funds,  the  following  list  of  maps  of  mediaeval  and  modern  history 
is  recommended  as  a minimum. 

W.  & A.  K.  Johnston  European  History  Series. 

A.  J.  Nystrom  & Co.,  Chicago,  111. 

1.  Europe  at  the  Time  of  the  Third  Crusade,  A.  D., 

1190;  Europe  at  the  Election  of  Charles  V., 

A.  D.  1519  (H1400).  Net  price  $3.00. 

2.  Europe  at  the  Time  of  Louis  XVI.,  1702;  Europe 

under  Napoleon,  1810  (HI 600).  Net  price 
$3.00. 


134  High  School  Course  of  Study. 


3.  World,  Age  of  Discoveries  (HI 500).  Net  price 

$1.50. 

4.  England  under  the  House  of  Tudor  (H400).  Net 

price  $1.50.  Size  of  these  maps  is  30x40 
inches  except  (3)  which  is  40x30  inches. 

Prices  quoted  are  for  maps  mounted  singly  backed  with  durable 
muslin  with  rollers  at  top  and  bottom.  If  this  mounting  is  desired, 
give  stock  number  given  in  parenthesis  when  ordering,,  For  prices 
for  other  mountings  write  to  company  indicated  above. 

While  the  entire  series  is  recommended  No.  3 may  be  omitted 
if  funds  are  lacking,  making  a total  cost  of  $7.50  for  the  rest. 


ENGLISH  HISTORY. 

REFERENCE  BOOKS. 

**Bateson,  Mediaeval  England,  (Nations  Series), 

Putnam 

**Bryce,  William  Ewart  Gladstone,  Century 

**Cheyney,  Industrial  and  Social  History  of  Eng- 
land, Macmillan 

x(*  *)Cheyney,  Readings  in  English  History,  Ginn.  . 
**Creighton,  The  Age  of  Elizabeth,  (Epochs  of  Mod- 
ern History) 

**Gardiner,  Atlas  of  English  History,  Longmans, 

Green 

x(**)Gardiner,  Students  History  of  England,  Long- 
mans, Green 

**Gibbins,  Industrial  History  of  England , Scribner.  . 
**Green,  Short  History  of  the  English  People,  Am. 

Bk.  Co 

**Green,  Mrs.  J.  R.,  Henry  II.,  (English  Statesmen 
Series),  Macmillan 

* * Kendall,  Source  Book  of  English  History,  Mac- 

millan   

x(**)Moran,  Theory  and  Practice  of  the  English 

Government,  Longmans 

**Rosebery,  Pitt,  (English  Statesmen  Series),  Mac- 
millan   

* *Terry,  History  of  England,  Scott,  Foresman .... 

14  vols.  (**)  Books — Total  cost  (one  copy  of  each) 
*Beard,  Introd.  to  the  English  Historians,  Mac- 
millan   

*Colby,  Selections  from  the  Sources  of  English  His- 
tory, Longmans,  Green 

*Cross,  History  of  England  and  Greater  Britain, 

Macmillan 

*Cunningham  and  McArthur,  Outlines  of  English 

Industrial  History,  Macmillan 

*Firth,  Oliver  Cromwell  and  the  Rule  of  the  Puritans 
in  England,  (Heroes  of  the  Nations),  Putnam 


List 

Price. 

Dist. 

Price. 

$1.50 

1.00 

$1.14 

.76 

1.40 

1.80 

1.21 

1.58 

1.00 

.66 

1.50 

1.29 

3.00 

1.25 

2.52 

1.10 

1.20 

1.04 

.75 

.66 

.80 

.71 

1.20 

1.02 

.75 

2.00 

.66 

1.73 

$16.08 

2.00 

1.40 

1.50 

1.14 

2.50 

2.15 

1 . 50 

1.32 

1.50 

1.14 

High  School  Course  of  Study. 


135 

List  Dist. 
Price.  Price. 

*Fletcher,  Introductory  History  of  England , (2 

vols.),  Dutton $3.50  $3.00 

*Freeman,  Short  History  of  the  Norman  Conquest , 

Clarendon  Press .60  .51 

*Froissart,  The  Boy’s  Froissart,  Ed.  by  Lanier, 

Scribner 2.00  1.35 

*Gairdner,  Houses  of  Lancaster  and  York,  (Epochs 

Series),  Longmans 1.00  .66 

*Gardiner,  The  First  Two  Stuarts  and  the  Puritan 
Revolution , (Epochs  Series),  Longmans, 

Green 1.00  .66 

*Hill,  Liberty  Documents,  Longmans,  Green 2.00  1.52 

*Jenks,  Edward  Plantagenet,  (Heroes  Series),  Put- 
nam  1.50  1.14 

*Jenks,  Parliamentary  England,  (Nation’s  Series) 

Putnam 1.50  1.14 

*Jusserand,  English  Wayfaring  Life  in  the  Middle 

A ges,  Putnam 3.00  2.28 

*Moberly,  The  Early  Tudors,  (Epochs  Series), 

Longmans 1.00  .66 

*Montague,  Elements  of  English  Constitutional 

History,  Longmans,  Green 1.25  .85 

*Morley,  Walpole,  (English  Statesmen  Series), 

Macmillan .75  .66 

*Oman,  England  in  the  19th  Century,  Longmans, 

Green 1.25  .96 

*Seeley,  J.  C.,  Expansion  of  England,  Tuttle 1.75  1.33 

*Smith,  The  United  Kingdom,  Macmillan 2.50  2.00 

*Stubbs,  Early  Plant  agenets,  (Epochs  Series), 

Longmans 1.00  .66 

21  vols.  (*)  Books — Total  cost  (one  copy  of  each) . $26.53 

35  vols.  (*)  and  (**)  Books — Total  (one  copy  of 

each) $42.61 

Acland  and  Ransome,  Handbook  in  Outline  of 
the  Political  History  of  England,  Longmans, 

Green 2.00  1.73 

Adams  and  Stevens,  Select  Documents  of  English 

Constitutional  History,  Macmillan 2.25  1.89 

Bates  and  Corman,  English  History  Told  by 

English  Poets,  Macmillan .60  .54 

Bolton,  Famous  Englishmen , Statesmen  of  Queen 
Victoria’s  Reign,  (Young  Peoples  Series), 

Crowell .75  .56 

Carmon,  Reading  References  in  English  History, 

Ginn 2.50  2.20 

Freeman,  Old  English  History,  Macmillan 1.50  1.28 

Freeman,  William  the  Conqueror,  Burt .75  .43 

Froissart,  Chronicles,  tr.  by  Bouchier,  Macmillan  1.25  1.10 


136 


High  School  Course  of  Study. 


List  Dist. 

Price.  Price. 

Gairdner,  Henry  VII.,  (English  Statesmen 

Series),  Macmillan $ .75  $ .66 

Gasquet,  The  Eve  of  the  Reformation,  Bell 2.00  1.73 

Green,  Readings  from  English  History,  Harper..  1.50  1.29 

Guest  and  Underwood,  A Handbook  of  English 

History,  Macmillan .75  .67 

Harrison,  Oliver  Cromwell,  (English  Statesmen 

Series),  Macmillan .75  .66 

Lee,  G.  C.,  Ed.,  Leading  Documents  of  English 

History,  Holt 2.00  1.74 

Lingard,  History  of  England,  (Abridged  and  con- 
tinued by  Birt),  Macmillan 1.50  1.31 

Macaulay,  Critical  and  Historical  Essays,  Ed.  by 

Trevelyan,  Longmans,  Green 3.00  2.10 

Macaulay,  History  of  England,  (3vols.),  Dutton.  . 1.20  .96 

McCarthy,  Short  History  of  Our  Own  Times, 

Harper 1.25  .95 

Oman,  History  of  England,  Holt 1.50  1.27 

Ransome,  Advanced  History  of  England,  Mac- 
millan  2.25  1.98 

Ransome,  Rise  of  Constitutional  Government  in 

England,  Longmans 2.00  1.54 

Tout,  Edward  I.,  (English  Statesmen  Series), 

Macmillan 1.00  .66 

Traill,  Social  England,  (12  vols.),  Putnam 35.00  29.50 

Traill,  William  the  Third,  (English  Statesmen 

Series) .75  .66 

Trenholme,  Outline  of  English  History,  Ginn ....  .50  .45 

Wharburton,  Edward  III.,  (Epochs  Series) 1.00  .66 

Warner,  English  History  in  Shakespeare  Plays, 

Longmans,  Green 1.75  1.33 

White  and  Notestein,  Source  Problems  in  English 

History,  Harper 1.30  1.14 

Woodward,  The  Expansion  of  the  British  Empire, 

Cambridge .90  .87 

Maps  and  Charts  for  English  History. 

1.  W.  & A.  K.  Johnston  European  History  Series. 

A.  J.  Nystrom  & Co.,  Chicago.  Prices  from 
SI. 50  up  per  map. 

2.  School  Series  Wall  Maps.  Rand  McNally  Co., 

Chicago,  111.  Prices  from  $5.25  up  per  map. 


High  School  Course  of  Study. 


137 


MINIMUM  FOR  TWO  YEAR  HIGH  SCHOOLS. 

W.  & A.  K.  Johnston  European  History  Series. 

1.  England  before  the  Norman  Conquest  (H200). 

2.  England  under  the  House  of  Tudor  (H400). 

3.  Scotland  in  1603.  Insets:  Clans  and  Families 

of  Scotland  (H700). 

4.  Ireland , 16th  Century.  Inset:  The  Plantations 

and  Settlements  in  Ireland. 

Size  of  these  maps,  30x40  inches. 

A.  J.  Nystrom  & Co.,  Chicago,  111.,  sell  these  maps  singly  with 
rollers  at  top  and  bottom,  backed  with  durable  muslin,  at  SI. 50 
net  per  map.  The  stock  number  in  parenthesis  after  the  name  of 
the  maps  is  for  the  described  mounting.  For  prices  for  different 
mountings,  or  chart  form,  write  to  the  company. 

AMERICAN  HISTORY. 

REFERENCE  BOOKS.  List  gist. 

Price  Price 

**Bogart,  Economic  History  of  the  United  States , 

Longmans 1.75  1.43 

**Bryce,  American  Commonwealth,  Abr.  Ed.,  Mac- 
millan  .' 1.75  1.51 

**Channing  and  Hart,  Guide  to  Study  of  American 

History,  New  Ed.,  Ginn 2.50  2.18 

x(**)Cowan,  Industrial  History  of  the  United  States, 

New  Ed.,  Macmillan 1.60  1.40 

**Eggleston,  Beginnings  of  a Nation,  Appleton.  ...  1.50  1.15 

* *Elson,  History  of  the  United  States,  Macmillan . . 1.75  1.52 

**Fisher,  The  Colonial  Era,  1402-1756,  Scribner...  1.00  .86 

**Fiske,  Beginnings  of  New  England,  Houghton.  . . 2.00  1.50 

**Fiske,  The  Critical  Period  of  American  History, 

Houghton 2.00  1.50 

**Fiske,  War  of  Independence,  Houghton .40  .33 

**Ford,  The  True  George  Washington,  Lippincott.  . 2.00  1.52 

x(**)Hart  (editor),  Epochs  of  American  History , 

(3  vols.),  Longmans,  Green 3.75  2.88 

**Hill,  Liberty  Documents,  Longmans 2.00  1.50 

x(**)Muzzy,  Readings  in  American  History,  Ginn.  . 1.50  1.26 

**Parkman,  La  Salle  and  the  Discovery  of  the  Great 

West,  Little,  Brown * 1.50  1.15 

**Sparks,  Expansion  of  the  American  People,  Scott, 

Foreman .60  .52 

**Stanwood,  History  of  the  Presidency,  (2  vols.), 

Houghton,  Mifflin 4.25  3.20 

**Tausig.  Tariff  History  of  the  United  States,  New 

Ed.,  Putnam 1.75  1.51 

**Walker,  Making  of  the  Nation,  Scribner 1.00  .86 

20  vols.  (*  * ) Books — Total  cost  (one  copy  of  each ) . $26 . 52 


138 


High  School  Course  of  Study. 


List  Dist. 
Price.  Price. 

* American  History  Leaflets,  Ed.  by  Hart  and  Chan- 

ning,  (33  Nos.),  Simmons $3.30  $3.00 

*Caldwell,  Great  American  Legislators,  Ainsworth  .65  .58 

* Caldwell  and  Per  singer,  Source  History  of  the 

United  States,  Ainsworth 1.25  1.12 

*Callender,  Selections  from  the  Economic  History  of 

the  United  States,  Ginn 2.75  2.45 

*Channing,  History  of  United  States,  (3  vols.), 

Macmillan 7.50  6.40 

*Cheyney,  European  Background  of  American 
History,  1300-1600,  (American  Nation), 

Harper 2.00  1.52 

*Drake,  The  Making  of  the  Great  West,  1752-1853, 

Scribner 1.50  1.15 

*Drake,  The  Making  of  the  Ohio  Valley  States, 

1660-1837,  Scribner 1.50  1.15 

*Elson,  Side  Lights  on  American  History,  Mac- 
millan   .50  .42 

*Fairbanks,  Western  United  States,  Heath .60  .52 

*Fiske,  Old  Virginia  and  Her  Neighbors,  (2  vols.), 

Houghton 3.60  2.67 

*Ford,  (editor),  The  Federalist , Holt 1.75  1.47 

*Ford,  The  Many-Sided  Franklin,  Century  Co.  . . . 3.00  2.27 

*Hart,  American  History  Told  by  Contemporaries, 

(4  vols. ) , Macmillan 8.00  7.00 

*Hart,  Epoch  Maps  Illustrating  American  History, 

Longmans,  Green .50  .44 

*Hart,  Source  Book  of  American  History,  Mac- 
millan   .60  .54 

*Higginson  and  Macdonald,  History  of  the  United 

States,  Harper 2.00  1.50 

*Hosmer,  Short  History  of  the  Mississippi  Valley, 

Houghton,  Mifflin 1.20  .91 

*Johnston,  History  of  American  Politics,  Holt.  ...  .90  .79 

*Lecky,  The  American  Revolution,  Ed.  by  Wood- 

burn,  Appleton 1.25  .95 

* Lodge,  Alexander  Hamilton,  (American  Statesmen 

Ser.),  Houghton,  Mifflin 1.25  .95 

* Lodge,  Daniel  Webster,  (American  Statesmen 

Series),  Houghton,  Mifflin 1.25  .95 

* Lodge,  George  Washington,  (2  vols.),  (American 

Statesmen  Series),  Houghton,  Mifflin 2.50  1.90 

*Lodge,  History  of  English  Colonies  in  America, 

Harper 3.00  2.25 

*Macy,  Political  Parties  in  the  United  States,  1846- 

1861,  Macmillan 1.25  .95 

*Morse,  Thomas  Jefferson,  (American  Statesmen 

Series),  Houghton,  Mifflin 2-50  1.90 


High  School  Course  of  Study . 


139 

List  Dist. 
Price.  Price. 

*Nicolay,  Abraham  Lincoln:  A Short  Life , Century 

Co $2.40  $1.82 

*Parkman,  Half  Century  of  Conflict , (2  vols.), 

Little,  Brown 3.00  2.26 

*Roosevelt,  Episodes  from  the  Winning  of  the  West.  . .90  .79 

*Sparks,  The  United  States  of  America,  1775-1897, 

(2  vols.),  (Nations  Series),  Putnam 3.00  2.28 

*Thwaits,  How  George  Rogers  Clark  Won  the  North- 
west, etc.,  McClurg 1.20  .90 

*Winsor,  Westward  Movement,  1763-1798,  Hough- 
ton, Mifflin 4.00  3.00 

*Woodburn,  American  Republic  and  Its  Government, 

Putnam 2.00  1.72 

*Wright,  Industrial  Evolution  of  the  United  States, 

Scribner 1.25  1.09 

48  vols.  (*)  Books — Total  cost  (one  copy  of  each).  $56.91 

68  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $83.43 

Brady,  Commodore  Paul  Jones,  (Great  Com- 
manders Series),  Appleton 1.50  1.28 

Brady,  Stephen  Decatur,  (Bacon  Biographies 

Series),  Small,  Maynard .50  .40 

Brady,  The  Conquest  of  the  Southwest,  Appleton . 1.25  .96 

Brigham,  Geographic  Influences  in  American  His- 
tory, Ginn 1.25  1.10 

Brown,  Andrew  Jackson,  (Riverside  Biographies 

Series),  Houghton .50  .43 

Bruce,  The  Romance  of  American  Expansion, 

Moffat 1.75  1.33 

Channing,  The  Jeffersonian  System,  1801-1811, 

(American  Nation),  Harper 2.00  1.52 

Cowan,  Economic  Beginnings  in  the  Far  West, 

(2  vols. ) , Macmillan 4.00  3.10 

Dodge,  Bird's  Eye  View  of  the  Civil  War,  Hough- 
ton   1.00  .85 

Earle,  Howe  Life  in  Colonial  Days,  Macmillan..  2.50  1.89 

Farrand,  Basis  of  American  History,  (American 

Nation),  Harper 2.00  1.52 

Fiske,  Dutch  and  Quaker  Colonies,  (2  vols.), 

Houghton 3.60  2.67 

Fiske,  The  American  Revolution,  (2  vols.),  Hough- 
ton  3.60  2.67 

Frothingham,  Rise  of  the  Republic  of  the  United 

States , Little,  Brown 2.00  1.52 

Garrison,  Westward  Extension,  1841-1850,  Harper, 

(American  N ation ) 2.00  1.52 

Gordy,  History  of  Political  Parties  in  the  United 

States,  (2  vols.),  Holt 3.50  2.68 


140 


High  School  Course  of  Study. 


List  Dist. 

Price.  Price. 

Greene,  Historical  View  of  the  American  Revolu- 
tion, Houghton,  Mifflin $1.50  $1.15 

Hart,  Foundations  of  American  Foreign  Policy, 

Macmillan 1.50  1.15 

Hinsdale,  How  to  Study  and  Teach  History,  with 
Particular  Reference  to  the  History  of  the 

United  States,  Appleton 1.50  1.14 

Hinsdale,  Old  Northwest,  Silver  Burdett 1.75  1.54 

Hodges,  William  Penn,  (Riv.  Biog.  Series), 

Houghton,  Mifflin .50  .43 

Hosmer,  Samuel  Adams,  (American  Statesmen 

Series),  Houghton,  Mifflin 1.25  .95 

Howey,  Stonewall  Jackson,  (Bacon  Biog.  Series), 

Small,  Maynard .50  .40 

James  and  Mann,  Readings  in  American  History, 

Scribner 1.50  1.29 

Jenks,  The  Trust  Problem,  McClure 1.00  .76 

Johnson,  General  Washington,  (Great  Command- 
ers Series),  Appleton 1.50  1.14 

Johnson,  American  Orations,  (4  vols.),  Putnam.  . 5.00  3.79 

Johnson,  American  Railway  Transportation,  Ap- 
pleton   1.50  1.15 

Lee,  General  Robert  E.  Lee,  (Great  Commanders 

Series),  Appleton 1.50  1.15 

Lighton,  Lewis  and  Clark,  (Riverside  Biog.  Series), 

Houghton,  Mifflin . .50  .43 

Lodge,  Story  of  the  Revolution,  Scribner 3.00  2.26 

Macdonald  Select  Documents,  etc.,  Illustrative  of 
the  History  of  the  United  States,  1606-1898, 

(3  vols. ) , Macmillan 6.25  5.50 

McMaster,  Life  of  Benjamin  Franklin,  Houghton, 

Mifflin 1.25  .95 

McMaster,  History  of  the  People  of  the  United 

States,  (8  vols. ) , Appleton 20.00  16.00 

McMaster,  With  the  Fathers,  Appleton 1.50  1.14 

Madison,  Journal  of  the  Federal  Convention,  Fores- 

man 2.50  2.10 

Mahan,  Admiral  FarragutK  (Great  Commanders 

Series),  Appleton 1.50  1.15 

Mahan,  Gulf  of  Inland  Waters,  (Navy  in  Civil 

War  Series),  Scribner 1.00  .78 

Morris,  Heroes  of  Progress  in  America,  Lippincott  1.25  .95 

Old  South  Leaflets,  Ed.  by  Mean,  (about  250 
Nos.,  8 vols.),  Old  South  Meeting  House, 

Boston 12.00  9.60 

Parkman,  Jesuits  in  North  America,  Little,  Brown  1.50  1.15 

Rhodes,  History  of  the  United  States  from  the 

Compromise  of  1850,  (7  vols.),  Macmillan.  . 17.50  13.30 


High  School  Course  of  Study. 


141 


List  Dist. 

Price.  Price. 

Roosevelt,  Naval  War  of  1812,  Putnam $2.50  $1.89 

Roosevelt,  Thomas  H.  Benton , (American  States- 
men Series),  Houghton,  Mifflin 1.25  .95 

Schoulder,  History  of  the  United  States  under  the 

Constitution,  (6  vols.),  Dodd,  Mead 14.00  10.64 

Schurz,  Henry  Clay,  (American  Statesmen  Series), 

Houghton,  Mifflin 2.50  1.90 

Semple,  American  History  and  Its  Geographic 

Conditions , Houghton,  Mifflin 1.60  1.40 

Sloane,  The  French  War  and  the  Revolution,  Scrib- 
ner   1.00  .86 

Sumner,  Andrew  Jackson,  (American  Statesmen 

Series),  Houghton,  Mifflin 1.25  .95 

Sumner,  Alexander  Hamilton,  (Makers  of  America 

Series) , Houghton,  Mifflin 1.00  .76 

Turner,  The  Rise  of  the  New  West,  1819-1829, 

(American  N ation ) Harper 2.00  1.52 

Tyler,  Patrick  Henry,  (American  Statesmen 

Series),  Houghton,  Mifflin 1.25  .75 

Wilson,  George  Washington,  New  Ed.,  Harper.  ...  2.00  1.52 

Wilson,  A History  of  the  American  People , (5 

vols.),  Harper 17.50  10.80 

Winsor,  Christopher  Columbus,  Houghton,  Mifflin  4.00  3.00 

Winsor,  Mississippi  Basin;  The  Struggle  Between 
England  and  France,  1697-1763,  Houghton, 

Mifflin 4.00  3.00 

Winsor,  Reader's  Handbook  for  the  Revolution, 

Houghton,  Mifflin 1.25  .95 


Maps  and  Charts  for  American  History. 

1.  Sanford  American  History  Maps.  A.  J.  Nystrom 

& Co.,  Chicago,  111.  Price  per  map  $1.40  net, 
cheapest  mounting.  In  chart  form,  with  tri- 
pod and  manual:  (a)  Complete  set  of 
32  (printed  on  both  sides)  $24.00  net.  (b) 

Abridged  elementary  set  ($14.00). 

2.  Foster  Series,  Historical  Maps.  Rand  McNally, 

Chicago,  111. 

Size  of  plates,  26x35  inches. 

Number  of  plates,  34. 

Number  of  maps,  41. 

Sold  only  in  sets. 

Printed  on  specially  strengthened  paper,  tape  bound,  set  at- 
tached to  single  oak  molding,  adjustable  iron  stand.  List  price, 

$25.00. 


142 


High  School  Course  of  Study. 


MINIMUM  EQUIPMENT  FOR  A TWO-YEAR  HIGH  SCHOOL. 

Sanford  American  History  Maps.  A.  J.  Nystrom  & Co., 
Chicago,  111. 

If  possible  the  elementary  or  abridged  set  of  16  maps  in  chart 
form,  net  price  $14.00,  should  be  secured. 

If  funds  will  not  permit  this  the  following  maps  at  least 
should  be  secured. 

1.  World  Explorers  (S100). 

2.  Settlements  in  1760  (S500). 

3.  The  Revolution,  North  (S700). 

4.  The  Revolution,  South  and  West  (S800). 

5.  The  Louisiana  Purchase  (S1300). 

6.  Mexican  War  (S2000). 

7.  Civil  War  in  the  East  (S2700). 

Size  of  these  maps  is  38x48  inches.  Single  maps  with  rollers 
at  top  and  bottom,  net  price  per  map  $1.40;  total  for  set  of  7 when 
bought  as  single  maps  $9.80. 

AMERICAN  (CIVIL)  GOVERNMENT. 

List  Dist. 

**Beard,  American  Government  and  Politics,  Mac-  Price.  Price. 

millan $2.10  $1.84 

**Beard,  Readings  in  American  Government  and 

Politics,  Macmillan 1.90  1.68 

**Bryce,  American  Commonwealth,  (Abr.  Ed.), 

Macmillan 1.75  1.54 

**Goodnow,  City  Government  in  the  United  States, 

Century 1.25  1.08 

**Hart,  Actual  Government  as  Applied  under  Amer- 
ican Conditions,  Longmans 2.25  1.71 

* *Macy,  Party  Organization  and  Machinery,  Century  1.25  1.08 

**Official  Manual  of  the  State  of  Missouri,  (published 

biennially  by  the  Secretary  of  State,  Jefferson 
City),  free. 

**Reinch,  American  Legislatures  and  Legislative 

Methods 1.25  1.08 

* *Willoughby,  Territories  and  Dependencies,  of  the 

United  States , Century 1.25  1.08 

** Willoughby,  Rights  and  Duties  of  American  Citi- 
zenship, Am.  Bk.  Co 1.00  .87 

* *Willoughby,  The  American  Constitutional  System, 

Century 1.25  1.08 

11  vols.  (**)  Books — Total  cost  (one  copy  of  each)  $13.04 

* Ashley,  The  American  Federal  State,  Macmillan.  . 2.00  1.74 

*Baldwin,  The  American  Judiciary,  Century 1.25  1.08 

*Fairlie,  Local  Government  in  Counties,  Towns  and 

Villages,  Century 1.25  1.08 

*Fairlie,  The  National  Administration  of  the  United 

States,  Macmillan 2.50  2.17 


High  School  Course  of  Study.  143 

List  Dist. 

Price.  Price. 

* Finley  and  Sanderson,  The  American  Executive 

and  Executive  Methods , Century $1.25  $1.08 

*Follet,  Mary  Parket,  The  Speaker  of  the  House  of 

Representatives , Longmans 1.75  1.33 

*Hart,  Manual  of  History , Diplomacy , and  Govern- 
ment of  the  United  States , Harvard  Univ. 

Press 2.00  1.80 

*Hinsdale,  The  American  Government,  National  and 

State,  Am.  Bk.  Co 1.25  1.09 

*Maeey,  Our  Government,  Ginn .75  .66 

*Reinsch,  Readings  on  American  Federal  Govern- 
ment, Ginn 3.30  2.47 

*Roosevelt,  American  Ideals  and  Other  Essays, 

Putnam 1.50  1.15 

* Statistical  Abstract  of  the  United  States,  (published 

annually  by  the  Bureau  of  Statistics,  Dept. 

of  Commerce  and  Labor,  Washington) Free 

* Wilson,  The  State,  Heath 2.00  1.60 

*Wilson,  Congressional  Government,  Houghton ....  1.25  1.06  ' 

*Wilson,  Constitutional  Government  in  the  United 

States,  Leucke 1.50  1.35 

16  vols.  (*)  Books — Total  cost  (one  copy  each)..  $19.66 

27  vols.  (*)  and  (**)  Books — Total  cost  (one 

copy  of  each) $32.70 

Beard  & Schulz,  Documents  of  the  Initiative,  Refer- 
endum and  Recall,  Macmillan 2.00  1.74 

Bradford,  Commission  Government  in  American 

Cities,  Macmillan 1.25  .96 

Childs,  Short  Ballot  Principles,  Houghton 1.00  .76 

Cleveland,  The  Growth  of  the  Democracy  in  the 

United  States 1.50  1.29 

Fairlie,  Municipal  A dministration,  Macmillan.  ..  . 3.00  2.65 

Finley,  The  American  Executive  and  Executive 

Methods 1.25  1.08 

Fiske,  Civil  Government  in  the  United  States  Con- 
sidered with  Some  Reference  to  Its  Origin, 

Houghton 1.00  .86 

Ford,  The  Rise  and  Growth  of  American  Politics, 

Macmillan 1.50  1.15 

Harrison,  This  Country  of  Ours,  Scribner 1.50  1.15 

Jones,  Readings  and  Elections  in  the  United  States, 

Macmillan 1.60  1.41 

Kaye,  Readings  in  Civil  Government,  Century ....  1.20  1.05 

Merriam,  Primary  Elections,  Univ.  of  Chicago, 

Press i 1.25  1.06 

Munro,  Government  of  American  Cities,  Macmillan  2.25  1.94 

McClain,  Constitutional  Law  in  the  United  States, 

Longmans 2.25  1.94 


144 


High  School  Course  of  Study. 


List  Dist. 
Price.  Price. 

Ostrogorski,  Democracy  and  the  Party  System  in 

the  United  States,  Macmillan $1.75  $1.55 

Rowe,  Problems  of  City  Government , Appleton ....  1.50  1.15 

Stimson,  The  American  Constitution,  Scribner.  ...  1.25  1.08 

United  States,  Civil  Service  Commission,  (Annual 
Report). 

Woodburn,  The  American  Republic  and  Its  Gov- 
ernment, Putnam 2.00  1.74 

ECONOMICS. 

* * Adams  & Sumner,  Labor  Problems,  Macmillan ....  $1.60  $1.42 

**Bullock,  Select  Readings  in  Economics,  Ginn....  2.25  1.98 

* *Fetter,  Principles  of  Economics,  Century  Co ....  2.00  1.73 

**Jenks,  The  Trust  Problem,  McClure 1.00  .76 

**Johnson,  American  Railway  Transportation,  Ap- 
pleton   1.50  1.15 

* *Taussig,  Tariff  History  of  the  United  States,  Put- 

nam  1.75  1.50 

*Bogart,  Economic  History  of  the  United  States, 

Longmans 1.75  1.43 

*Bullock,  Introduction  to  the  Study  of  Economics, 

Silver 1.24  1.10 

*Callender,  Selections  from  Economic  History  of  the 
United  States,  with  Introductory  Essays, 

Ginn 2.75  2.45 

*Coman,  Industrial  History  of  the  United  States, 

(Rev.  Ed. ) , Macmillan 1.60  1.42 

*Dewey,  Financial  History  of  the  United  States, 

Longmans 2.50  1.90 

*Seligman,  Principles  of  Economics,  Longmans ...  2.50  1.90 

*Wells,  Recent  Economic  Changes,  Appleton 2.00  1.56 

13  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

each) $20.30 

Abbott,  American  Merchant  Ships  and  Sailors, 

Dodd,  Mead 2.00  1.55 

SOCIOLOGY. 

** Adler,  Marriage  and  Divorce,  Appleton $ .75  $ .69 

**Commons,  Races  and  Immigrants  in  America, 

Macmillan 1.50  1.29 

**Devine,  Misery  and  Its  Cause,  (Standard  Lib.  Ed.), 

Macmillan .50  .43 

**Elwood,  The  Social  Problem,  Macmillan 1.25  1.09 

* *Rauschenbusch,  Christianity  and  the  Social  Crisis 

(Standard  Lib.  Ed.),  Macmillan .50  .43 

**Ross,  Foundations  of  Sociology,  Macmillan 1.25  1.09 

* *Thomson  and  Geddes,  Evolution,  Henry  Holt ...  .50  .44 


High  School  Course  of  Study. 


145 

List  Dist. 
Price.  Price. 

**Veblan,  Theory  of  the  Leisure  Class,  (Standard 

Lib.  Ed.),  Macmillan $ .50  $ .43 

*Fairchild,  Immigration,  Macmillan 1.75  1.49 

*McDougall.,  Introduction  to  Social  Psychology . ...  1.50  1.29 

*Ross,  Social  Psychology,  Macmillan 1.50  1.29 

*Warner,  American  Charities,  Crowell  & Co 2.00  1.48 

12  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

each) $11.44 

Blackmar  and  Gillin,  Outlines  of  Sociology,  Mac- 
millan   2.00  1.69 

Bliss,  Encyclopaedia  of  Social  Reform,  Funk  and 

W agnails 7.50  6.00 

Davis,  The  Science  of  Penology,  Putnam 3.50  2.95 

Ell  wood,  Sociology  in  Its  Psychological  Aspects, 

Appleton 2.50  2.15 

Hayes,  Introduction  to  Study  of  Sociology,  Appleton  2.50  2.15 

Jordon,  Footnotes  to  Evolution,  Appleton 1.75  1.50 

Wright,  Practical  Sociology,  Longmans 2.00  1.69 

LATIN. 

**Froude,  Caesar,  A Sketch,  Burt $ .75  $ .43 

**Judson,  Caesar’s  Army,  Ginn 1.00  .88 

**Classical  Map,  Caesar  De  Bello  Gallico  (JC9300), 

A.  J.  Nystrom  & Co.,  Chicago,  cheapest 
mounting  (this  map  is  especially  intended  for 

the  study  of  Caesar’s  Campaigns) 2.80 

*Church,  Roman  Life  in  the  Days  of  Cicero,  Dodd, 

Mead 1.25  .81 

*Clodd,  The  Story  of  the  Alphabet,  Appleton .50  .39 

*Dodge,  Caesar,  A History  of  the  Art  of  War  Among 

the  Romans,  Houghton 5.00  3.75 

*Fowler,  Julius  Caesar  and  the  Foundations  of  the 

Roman  Imperial  System,  Putnam 1.50  1.15 

*Forsyth,  Life  of  Marcus  Tullus  Cicero,  Scribner.  . 2.60  1.88 

*Holmes,  Caesar’s  Conquest  of  Gaul,  Part  I,  Mac- 
millan   1.75  1.53 

*Johnston,  Metrical  Licenses  of  Virgil,  Scott,  Fores- 

man .50  .47 

*Smith  & Hall,  English-Latin  Dictionary,  Am.  Bk 

Co 4.00  3.50 

11  vols.  (*)  and  (**)  Books  (including  map) — 

Total  cost $17.59 

Bennett,  The  Latin  Language,  Allyn  and  Bacon . . 1.00  .87 

Church,  Stories  from  Virgil,  Dodd,  Mead 1.25  .81 

Howard,  Quantitative  Readings  of  Latin  Verse, 

Scott,  Foresman .25  .23 

Miller,  Two  Dramatizations  from  Virgil,  Univ.  of 

Chicago  Press 1.00  .86 

S— 10 

\ 


146 


High  School  Course  of  Study. 


List  Dist. 

Price.  Price. 

Nettleship,  Lectures  and  Essays,  (Second  Series), 

Macmillan SI.  90  $1.65 

Strachan-Davidson,  Cicero  and  the  Fall  of  the 

Roman  Republic , Putnam 1.50  1.14 

GERMAN. 

Flugel-Schmidt , Tanger-Worterbuch,  (2  vols.), 

Lemke  & Buchner $5.00  $4.50 

Aus  Nah  und  Fern,  Francis  W.  Parker  Sch.  Press 
(Chicago),  (A  quarterly  magazine  in  German 

for  American  Students) .40  .30 

Bagster  Collins,  The  Teaching  of  German  in  Sec- 
ondary Schools , Col.  Univ.  Press 1.50  1.30 

Curme,  A Grammar  of  the  German  Language,  Mac- 
millan   3.50  3.10 

Deutsches  Liederbuch,  fur  Amer.  Studenten,  Heath  .75  .66 

Franke,  History  of  German  Literature,  Holt 2.50  2.16 

Scherer,  A History  of  German  Literature,  Scribner  3.50  2.67 

German- English  Dictionary 1.50  1.20 

PHYSICS. 

**Cajori,  History  of  Physics,  Macmillan $1.60  $1.41 

**Faraday,  Experimental  Researches  in  Electricity, 

Dutton .35  .32 

**Gibson,  The  Romance  of  Modern  Electricity,  Lip- 

pincott 1.50  1.15 

* *Glazebrook,  Mechanics  and  Hydrostatics,  Mac- 
millan  2.50  2.18 

** Watkins,  Photography,  Its  Principles  and  Applica- 
tions, Van  Nostrand 2.00  1.74 

**Wright,  Optical  Projections,  Longmans 2.25  1.72 

**Woodhull,  Home-Made  Apparatus,  Barnes .65  .56 

* Adams,  Harper's  Electricity  Book  for  Boys, 

Harper 1.75  1.14 

*Everett,  The  C.  G.’ S.  System  of  Units,  Macmillan . 1.25  1.11 

*Fahie,  Life  and  Times  of  Galileo,  Pott 5.00  4.20 

*Nichols,  Laboratory  Manual  of  Physics,  Vpl.  1, 

General  Physfcs,  Macmillan 3.00  2.63 

11  vols.  of  (*)  and  (**)  Books — Total  cost  (one 

copy  of  each) $18.16 

Ary  ton,  Practical  Electricity,  Cassell 2.50  1.90 

Derr,  Photography  for  Students  of  Physics  and 

Chemistry,  Macmillan 1.40  1.22 

Edser,  Light  for  Students,  Macmillan 1.50  1.32 

Gibson,  Electricity  of  Today,  Lippincott 1.50  1.15 

Miller,  Laboratory  Physics,  Ginn 2.00  1.70 

Poyser,  Magnetism  and  Electricity,  Longmans.  . . .80  .70 


High  School  Course  of  Study. 


147 


List  Dist. 

Price.  Price. 

Thomson,  Electricity  and  Matter , Yale  Press....  $1.25  $1.05 

Thompson,  Light,  Visible  and  Invisible,  Macmillan  1.75  1.52 

Tyndall,  Heat  as  a Mode  of  Motion , Appleton.  ...  2.50  1.89 

Wood,  Physical  Optics , New  Ed.,  Macmillan.  ...  5.25  4.60 

CHEMISTRY. 

**Faraday,  Chemical  History  of  a Candle,  Harper.  . .75  .63 

**Kahlenbery  & Hart,  Chemistry  and  Daily  Life, 

Macmillan 1.25  1.10 

* *Lassar-Cohn,  Chemistry  in  Daily  Life,  New  Ed., 

Lippincott 1.75  1.46 

**Phillip,  The  Romance  of  Modern  Chemistry,  Lip- 
pincott  1.50  1.21 

**Shenstone,  The  Methods  of  Glass  Blowing,  Long- 
mans   .80  .70 

*Bird,  Modern  Science  Reader , Macmillan 1.10  .97 

*Dobbin  and  Walker,  Chemical  Theory  for  Begin- 
ners, Macmillan .60  .55 

*Snyder,  Chemistry  of  Soils  and  Fertilizers , Mac- 
millan   1.25  1.10 

8 vols.(*)  and(**)  Books — Total  cost  (one  copy  of 

each) $7.72 

Armitage,  History  of  Chemistry,  Longmans 1.60  1.20 

Bailey,  Sanitary  and  Applied  Chemistry,  Mac- 
millan  1.40  1.24 

Duncan,  The  Chemistry  of  Commerce,  Harper.  ...  2.00  1.64 

Hooleman,  Organic  Chemistry,  Wiley 2.25  1.93 

Meyer,  History  of  Chemistry,  Macmillan 4.75  4.12 

Ramsay,  Gases  of  the  Atmosphere,  Macmillan.  ...  2.00  1.64 

Smith,  General  Inorganic  Chemistry,  Century.  ...  2.25  1.93 

Snyder,  Chemistry  of  Plant  and  Animal  Life,  Mac- 
millan   1.50  1.24 

Sutton,  Volumetric  Analysis , Blakiston 5.50  4.95 

BIOLOGY. 

GENERAL  REFERENCES. 

**Beal,  Seed  Dispersal,  Ginn $ .35  $ .32 

**Darwin,  Origin  of  Species , Burt .75  .43 

* *Hertwig,  General  Principles  of  Zoology , Holt ....  1.60  1.39 

**Locy,  Biology  and  Its  Makers,  Holt 2.75  2.04 

*Bateson,  Mendel's  Principles  of  Heredity,  Putnam  3.50  2.95 

*Hodge,  Nature  Study  and  Life , Ginn 1.50  1.20 

* Jordan  and  Kellog,  Evolution  and  Animal  Life, 

Appleton 2.50  1.90 

7 vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

each) $10.23 


148  High  School  Course  of  Study. 

List  Dist. 

Price.  Price. 

Bower,  The  Origin  of  a Land  Flora , Macmillan.  . $5.50  $4.72 

Davenport,  Principles  of  Breeding , Ginn 2.50  2.12 

Metcalf,  Outline  of  the  Theory  of  Organic  Evolu- 
tion, Macmillan 2.50  2.12 

Punnett,  Mendelism,  Macmillan 1.25  .98 

Romanes,  Darwin  and  After  Darwin,  Vol.  I — The 

Darwinian  Theory,  (Chicago),  Open  Court.  . 2.00  1.52 

Sedgwick  and  Wilson,  General  Biology,  (Second 

Ed.),  Holt 1.75  1.51 

Thomson,  Heredity,  Putnam 3.50  2.67 

Wallace,  Darwinianism,  Macmillan 2.25  1.95 

Walter,  Genetics,  Macmillan 1.50  1.32 

BOTANY. 

**Conn,  Bacteria,  Yeasts  and  Molds  in  the  Home, 

Ginn $1.00  $ .87 

**Duggar,  Fungous  Diseases  of  Plants,  Ginn 2.00  1.77 

**Robinson  and  Fernald,  Gray's  New  Manual  of 

Botany,  (Seventh  Ed.),  Am.  Bk.  Co 2.50  2.17 

*Baily,  Garden  Making,  Macmillan.  * 1.50  1.14 

*Lipman,  Bacteria  in  Relation  to  Country  Life, 

(Second  Ed.),  Macmillan 1.50  1.14 

*Pierce,  A Textbook  of  Plant  Physiology,  Holt.  ...  2.00  1.72 

*Pinchot,  A Primer  of  Forestry,  Bui.  24,  Bureau  of 
Forestry,  (Washington). 

*Strasburger,  Schenk,  Jost  and  Karsten,  A Text- 
book of  Botany,  Fourth  English  Ed.,  tr.  by 

W.  H.  Lang,  Macmillan 5.00  4.35 

9 vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $13.16 

Atkinson,  Elementary  Botany,  Rev.  Ed.,  Holt.  ...  1.50  1.30 

Atkinson,  Botany  for  High  Schools,  Holt 1.25  1.09 

Bailey,  Lessons  with  Plants,  Macmillan 1.10  .96 

Barnes,  Outlines  of  Plant  Life,  Holt 1.12  .98 

Buchanan,  Household  Bacteriology,  Macmillan ...  2.25  1.95 

Leavitt,  Outlines  of  Botany,  Am.  Bk.  Co 1.00  .88 

ZOOLOGY. 

**Jordan,  Kellogg  and  Heath,  Animals,  (Consisting 
of  Animal  Life  and  Animal  Forms,  bound  in 

one  volume),  Appleton $1.80  $1.54 

*Jordan  and  Kellogg,  Animal  Life:  A First  Book  of 

Zoology,  Appleton 1.20  1.05 

*Jordan  and  Heath,  Animal  Forms:  A Second  Book 

of  Zoology,  Appleton 1.10  .96 

*Jordan,  Kellogg  and  Heath,  Animal  Studies:  A 

Textbook  of  Elementary  Zoology,  Appleton ....  1.25  1.08 


High  School  Course  of  Study. 


149 


*Pratt,  A Course  in  Invertebrate  Zoology , Ginn.  . . . 

*Pratt,  A Course  in  Vertebrate  Zoology,  Ginn 

6 vols.  (*)  and  (**)  Books — Total  cost  (one  copy 
of  each) 

Holmes,  The  Biology  of  the  Frog,  Macmillan 

Linville  and  Kelly,  A Textbook  in  General  Zoology, 

Ginn 

Needham,  General  Biology,  Comstock 

Parker,  Practical  Zoology,  Macmillan 

Thomson,  The  Story  of  Animal  Life,  Scribner.  . . . 

PHYSIOLOGY. 

(Unit  Course). 

*Hough  and  Sedgwick,  The  Human  Mechanism, 

Ginn 

*Prudden,  The  Story  of  Bacteria,  Putnam 

*-Ritchie  and  Caldwell,  Hygiene  and  Sanitation, 

World  Book  Co 

*Coleman,  The  People's  Health,  Macmillan 

*Colton,  Physiology,  Experimental  and  Descriptive, 

Heath 

*Gulick,  Hygiene  Series,  Ginn. 

I.  Gulick,  Good  Health .' 

II.  Gulick,  Emergencies 

III.  Jewett,  Town  and  City 

IV.  Jewett,  The  Body  at  Work 

V.  Jewett,  Control  of  Body  and  Mind .... 

*Huxley,  Lessons  in  Elementary  Physiology,  Edited 

by  Lee,  Macmillan 

* Walters,  Principles  of  Health  Control,  Heath.  . . . 
12  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) 

Budgett,  Essentials  of  Physiology,  Saunders 

Eddy,  General  Physiology  and  Anatomy,  Am.  Bk. 

Co 

Fitz,  Physiology  and  Hygiene,  Holt 

Hewes,  High  School  Physiology,  Am.  Bk.  Co.  . . . 
Jones  and  Bunce,  Outlines  of  Physiology,  Blakiston 
Krohn,  Graded  Lessons  in  Hygiene,  Appleton.  . . . 
Martin,  The  Human  Body,  (Advanced  Course), 

Holt 

O’Shea  and  Kellog,  Health  and  Cleanliness , Mac- 
millan   

O’Shea  and  Kellog,  Making  the  Most  of  Life,  Mac- 
millan   

Schenk  and  Guber,  Human  Physiology,  tr.  by 

Zoethout,  Holt 

Walters,  Physiology  and  Hygiene,  Heath 


List 

Dist. 

Price. 

Price. 

$1.25 

$1.08 

1.50 

1.29 

$7.00 

1.60 

1.41 

1.50 

1.31 

2.00 

1.75 

2.60 

2.26 

1.50 

1.29 

$2.00 

$1.73 

.75 

.66 

.70 

.60 

.75 

.66 

1.15 

.99 

.40 

.35 

.40 

.35 

.50 

.44 

.50 

.44 

.50 

.44 

1.40 

1.22 

1.50 

1.28 

$9  16 

1.00 

.92 

1.20 

1.05 

1.12 

.97 

1.00 

.88 

1.50 

1.35 

.60 

.52 

2.50 

2.15 

. 55 

.50 

.65 

.58 

1.75 

1.51 

1.20 

1.04 

150 


High  School  Course  of  Study. 


LABORATORY  GUIDES.  List  Dist. 

Beddard,  Edkin,  Flack,  Hill,  McLeod  and  Pem-  Price.  Price. 

brey,  Practical  Physiology,  Longmans,  Green  $4.00  $3.20 

Gorham  and  Tower,  Dissection  of  the  Cat,  Scribner  1.00  .84 

Hawk,  Practical  Physiological  Chemistry,  Blakiston  2.50  2.15 

Lombard,  Laboratory  Work  in  Physiology , (Ann 

Arbor,  Mich.),  Geo.  Wahr 1.50  1.19 

Stirling,  Outlines  of  Practical  Physiology , Blakiston  2.00  1.74 

PHYSIOLOGY. 

{One-half  Unit  Course ). 

* *Brown,  Physiology  for  the  Laboratory,  Ginn $ . 75  $ . 66 

**Conn  and  Buddington,  Advanced  Physiology  and 

Hygiene,  Silver,  Burdette  & Co 1.10  .96 

**Coleman,  The  People's  Health,  Macmillan .75  .66 

**Dressler,  School  Hygiene,  Macmillan 1.25  1.08 

x(**) Hough  and  Sedgwick,  The  Human  Mechanism, 

Ginn 2.00  1.75 

**Hutchison,  Community  Hygiene , Houghton,  Mif- 
flin   60  .52 

**Hutchison,  Preventable  Disease,  Houghton,  Mifflin  1.50  1.14 

* *Lebosquet,  Personal  Hygiene,  Am.  School  of  Home 

Economics,  Chicago 1.50  1.26 

* *Prudden,  The  Story  of  Bacteria,  Putnam .75  .66 

**Prudden,  Dust  and  Its  Dangers,  Putnam .75  .66 

**Prudden,  Water  and  Ice,  Putnam .75  .66 

x(**)Pyle,  Personal  Hygiene,  Saunders 1.50  1.29 

* *Richards,  Sanitation  in  Daily  Life,  Whitcomb  & 

Barrows .60  .52 

**Richards,  Hygiene  for  Girls,  D.  C.  Heath .70  .64 

* * Ritchie,  Primer  of  Sanitation  and  Physiology, 

World  Bk.  Co 80  .70 

*Hoag  and  Terman,  Health  Work  in  the  School, 

Houghton 1.60  1.26 

*Jewett,  The  Body  and  Its  Defenses,  Ginn .65  .58 

*Jewett,  The  Next  Generation,  Ginn .75  .66 

*0’Shea  and  Kellogg,  Making  the  Most  of  Life, 

Macmillan .65  .58 

*0’Shea  and  Kellogg,  Health  and  Cleanliness,  Mac- 
millan   .55  .46 

*Tolman,  Hygiene  for  the  Worker , Am.  Bk.  Co.  ...  .50  .44 

*Walters,  Principles  of  Health  Control,  D.  C.  Heath  1.50  1.28 

22  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $18  42 

Burrage  & Bailey,  School  Sanitation  and  Decora- 
tion, D.  C.  Heath 1.50  1.29 

Hunter,  A Civics  Biology,  Am.  Bk.  Co 1.25  1.09 

Martin,  The  Human  Body,  Henry  Holt 2.50  2.16 

Reed,  A M anual  of  Bacteriology,  Ginn 1.25  1.09 


High  School  Course  of  Study. 


151 


GENERAL  SCIENCE. 

**Buckley,  Short  History  of  Natural  Science , Ap- 
pleton   

* *Brownlee  & Others,  Chemistry  of  Common  Things , 

Allyn  and  Bacon 

* *Bailey,  Sanitary  and  Applied  Chemistry,  Macmillan 

**Burns,  Story  of  Great  Inventions,  Harper 

**Casson,  History  of  the  Telephone,  McClurg 

**Chapin,  Municipal  Sanitation  in  the  United  States, 

Snow  and  Farnum 

**Cook,  Practical  Chemistry  for  High  School  Stu- 
dents, Appleton 

**Coulter,  Plant  Life  and  Plant  Uses,  Am.  Bk.  Co.  . 
**Doubleday,  Russell,  Inventors  at  Work,  Doubleday 
**Forman,  Story  of  Useful  Inventions , Century.  . . . 

**Hunter,  Civic  Biology,  Am.  Bk.  Co 

**Jones,  Thomas  Alva  Edison,  Crowell 

**Lodge,  Pioneers  of  Science,  Macmillan 

**Lynde,  Physics  of  the  Household,  Macmillan 

**Phillip,  Romance  of  Modern  Chemistry,  Lippincott 
**Ritchie,  Primer  of  Sanitation,  World  Book  Co.  . . 
**Toothaker,  Commercial  .Raw  Materials,  Ginn.  . . . 
17  (**)  Books — Total  cost  (one  copy  of  each) 


List 

Dist. 

Price. 

Price. 

$2.00 

$1.69 

1.50 

1.30 

1.40 

1.24 

1.25 

1.09 

1.50 

1.09 

5.00 

4.39 

1.25 

1.09 

1.20 

1.03 

1.25 

1.09 

1.00 

.89 

1.25 

1.09 

2.00 

1.69 

2.00 

1.69 

1.25 

1.09 

1.50 

1.30 

.50 

.45 

1.25 

1.09 

$23.30 

Bulletins,  Reports  and  Magazines . 

Publications  of  Bureau  of  Mines,  Department  of  Interior. 
Publications  of  Department  of  Agriculture. 

1.  Bureau  of  Weather. 

2.  Bureau  of  Animal  Husbandry. 

3.  Bureau  of  Soils. 

Publications  of  Bureau  of  Standards  of  Dept,  of  Commerce. 
Report  of  Missouri  Bureau  of  Labor  Statistics  (Red  Book). 
Report  of  State  Board  of  Horticulture. 

Report  of  State  Board  of  Agriculture. 

Popular  Mechanics  Magazine $1.50]  Clubbing 

Scientific  American  Magazine 3.00  price  for 

National  Geographical  Magazine 2.50f  the  four, 

School  Science  and  Mathematics  (for  the  $8.00. 

Teacher) 2.00 


PHYSICAL  GEOGRAPHY. 

* *Blackwelder  and  Barrow,  Elements  of  Geology, 

Am.  Bk.  Co $1.40  $1.22 

* *Brigham,  Elementary  Geology,  Appleton 1.40  1.22 

**Davis,  Meteorology,  Ginn 2.50  2.16 

**Dodge,  A Reader  in  Physical  Geography,  Long- 
mans   .70  .64 

* * Fairbanks,  Practical  Physiography,  Allyn  & Bacon  1.60  1.35 


152 


High  School  Course  of  Study. 


List  Dist. 
List  Dist. 

**Russell,  Glaciers  of  North  America,  Ginn $1.75  $1.52 

**Russell,  Lakes  of  North  America,  Ginn 1.50  1.32 

**Russell,  Rivers  of  North  America,  Ginn 2.00  1.53 

**Salisbury,  Advanced  Physiography,  Holt 3.50  2.96 

**Todd,  New  Astronomy,  Am.  Bk.  Co 1.30  1.12 

**Ward,  Climate,  Putnam 2.00  1.58 

**Salisbury  and  Atwood,  Interpretation  of  Topo- 
graphic Maps,  Supt.  of  Documents,  Washing- 
ton, D.  C.  (1912) 2.75 


(Copies  for  free  distribution  exhausted,  but 
Senator  or  Representative  may  be  able  to 
supply  copies.  Send  to  Supt.  of  Documents, 
Washington,  D.  C.,  for  Price  List  15,  Geo- 
logical Survey,  Publications,  and  35,  Geog- 


raphy and  Exploration)^ 

* Physiography  of  the  U.  S.  (cloth)  Am.  Bk.  Co.  . . . 2.50  2.14 

*Shaler,  Sea  and  Land,  Scribner 2.50  2.14 

*Waldo,  Elementary  Meteorology,  Am.  Bk.  Co.  . . . 1.50  1.31 

15  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $22.21 

Chamberlain  and  Salisbury,  Geology,  (Vol.  1), 

Holt 4.00  3.40 

Drummond,  Tropical  Africa,  Scribners 1.00  .89 

Hosner,  A Short  History  of  the  Mississippi  Valley, 

Houghton 1.20  1.04 

Johnson,  Highways  and  Byways  of  the  Mississippi 

Valley,  Macmillan 1.50  1.26 

Johnson,  Highways  and  Byways  of  the  South,  Mac- 
millan   1.50  1.26 

Le  Conte,  Geology,  Appleton 4.00  3.25 

Shaler,  Aspects  of  the  Earth,  Scribner 2.50  1.88 

AGRICULTURE. 

(First  Unit). 

**Bailey,  Fruit  Growing,  Macmillan $1.75  $1.48 

* *Bailey  and  Gilbert,  Plant  Breeding,  Macmillan . . 2.00  1.69 

* *Bowman  and  Crossley,  Corn,  Bowman  & Crossley, 

Ames,  Iowa 2.00  1.68 

**Brigham,  Progressive  Poultry  Culture,  Torch 

Press 1.50  1.10 

**Burkett,  Soils,  Orange,  Judd  Co 1.25  1.08 

**Day,  Productive  Swine  Husbandry,  Lippincott.  . . 1.50  1.20 

**Henry,  Feeds  and  Feeding,  (Abridged  ed.),  W.  A. 

Henry,  Madison,  Wisconsin 2.25  1.95 

**Hunt,  Forage  and  Fibre  Crops , Orange,  Judd.  ...  1.75  1.48 

* *King,  The  Soil , Macmillan 1.50  1.15 

**Lyon  and  Fippin,  Principles  of  Soil  Management, 

Macmillan 1.90  1.60 


High  School  Course  of  Study.  153 

Price.  Price. 

List  Dist. 

**Mumford,  Beef  Production , H.  W.  Mumford,  Ur- 

bana,  Illinois $1.50  $1.20 

x(**)Plumb,  Beginnings  in  Animal  Husbandry , 

Ginn 1.25  1.09 

**Powell,  Co-operation  in  Agriculture , Macmillan..  1.50  1.20 

**Vivian,  First  Principles  of  Soil  Fertility , Orange, 

Judd 1.00  .86 

**Warren,  Farm  Management,  Macmillan 1.75  1.48 

x(**)Wilson  & Warburton,  Field  Crops,  Webb....  1.50  1.24 

**Wilson,  Evolution  of  a Country  Community,  The 

Pilgrim  Press 1.25  1.09 

x(**) Whitson  and  Walster,  Soils  and  Soil  Fertility, 

Webb  Publishing  Co 1.25  1.09 

* *At  least  one  good  farm  paper. 

19  vols.  (**)  Books  (including  farm  paper) — Total 

cost  (one  copy  of  each) $23  66 

*Bailey,  Cyclopedia  of  American  Agriculture,  (4 

vols. ) , Macmillan 20.00  20.00 

*Sanderson,  Insect  Pests  of  Farm,  Orchard  and 

Garden,  Wiley 3.00  2.52 

*Bailey,  Vegetable  Gardening,  Macmillan 1.50  1.15 

*Duggar,  Diseases  of  Plants,  Ginn 2.00  1.75 

*Green,  Vegetable  Gardening,  Webb 1.00  .S6 

*Harper,  Animal  Husbandry  for  Schools,  Macmillan  1.40  1.24 

*0’Kane,  Injurious  Insects,  Macmillan 2.00  1.68 

*Pammel,  Weeds  of  the  Farm  and  Garden,  Orange, 

Judd 1.50  1.30 

* Roberts,  The  Horse,  Macmillan 1.25  1.09 

*Watts,  Vegetable  Gardening 1.75  1.39 

10  vols.  ( *)  Books — Total  cost  (one  copy  of  each) . $34 . 13 

29  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $57.79 

Bailey,  Farm  Building,  Sanders  Pub.  Co.,  Chicago  2.00  1.72 

Corbett,  Garden  Farming,  Ginn 2.00  1.75 

Davidson,  Agricultural  Engineering,  Webb  Pub. 

Co 1.50  1.30 

Livingston,  Field  Crop  Production,  Macmillan ...  1.40  1.26 

Montgomery,  Productive  Farm  Crops.  Lippincott.  1.75  1.48 

Osterhaut,  Experiments  with  Plants,  Macmillan.  . 1.25  1.09 

Smith,  Profitable  Stock  Feeding,  H.  R.  Smith,  An- 
thony Park,  Minn 1.50  1.35 

Thorne,  Farm  Manures,  Orange,  Judd 1.50  1.30 

Voorhees,  Fertilizers,  Macmillan 1.50  1.30 

Wheeler,  Manures  and  Fertilizers,  Macmillan.  ...  1.60  1.40 

Note — For  additional  books  on  agriculture  see  the 
Course  of  Study  in  Agriculture,  published  by 
the  State  Department  of  Education,  1913. 


154 


High  School  Course  of  Study. 


LABORATORY  MANUALS. 

The  Laboratory  manuals  named  below  are  among  the  best 
published:  Price.  Price. 

Call  and  Schafer,  A Laboratory  Manual  of  Agricul - List  Dist. 

ture , Macmillan $ .90  $ .78 

Elliff,  A Unitin  Agriculture,  Row,  Peterson....  .50  .46 

Gehrs,  Laboratory  Exercises  in  Agriculture,  Mac- 
millan   

ADVANCED  AGRICULTURE. 

I.  Animal  Husbandry  (One-half  Unit  Course). 

**Craig,  Judging  Live  Stock,  Kenyon  Co $1.50  $1.09 

* *Day,  Productive  Swine  Husbandry,  Lippincott . . 1.50  1.28 

x(**)Eckles,  Dairy  Cattle  and  Milk  Products,  Mac- 
millan   1.60  1.36 

x(*  *)Henry-Morrison,  Feeds  and  Feeding,  (Abridged 

Ed.),  Henry-Morrison 2.25  1.95 

x(**)Kleinheinz,  Sheep  Management,  Frank  Klein- 

heinz,  Madison,  Wis 1.50  1.14 

x(**) Lewis,  Productive  Poultry  Husbandry,  Lippin- 
cott   2.00  1.68 

x(**)Marshall,  Breeding  Farm  Animals , Breeder’s 

Gazette 1.50  1.14 

**Mumford,  Beef  Production,  H.  W.  Mumford, 

Urbana,  111 1.50  1.20 

x(**) Beginnings  in  Animal  Husbandry,  Webb  Pub. 

Co 1.25  1.09 

**Wing,  Milk  and  Its  Products,  Macmillan 1.50  1.28 

*Craig,  Sheep  Farming , Macmillan 1.50  1.28 

*Dietrich,  Swine,  Breeder’s  Gazette,  Chicago ....  1.50  1.14 

*Harper,  Animal  Husbandry,  Macmillan 1.40  1.24 

*Van  Slyke,  Modern  Methods  of  Testing  Milk, 

Orange,  Judd 1.00  .86 

15  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $17.73 

Brigham,  Progressive  Poultry  Cultivation,  The 

Torch  Press 1.50  1.10 

Coburn,  Swine  in  America,  Orange,  Judd 2.50  2.12 

Davenport,  Domesticated  Animals  and  Plants, 

Ginn 1.25  1.09 

Davenport,  Principles  of  Breeding,  Ginn.. 2.50  2.12 

Gay,  Productive  Horse  Husbandry , Lippincott..  1.50  1.28 

Roberts,  The  Horse,  Macmillan 1.25  1.00 

II.  Field  Crops  (One-half  Unit  Course), 
x ( * *) Bailey  and  Gilbert,  Plant  Breeding,  Macmillan.  2.00  1.68 

**Hunt,  Forage  and  Fibre  Crops  in  America,  Orange, 

Judd 1.75  1.39 

**Hunt,  Cereals  in  America,  Orange,  Judd 1.75  1.39 


High  School  Course  of  Study. 


155 

Price.  Price. 
List  Dist. 

** Livingston,  Field  Crop  Production , Macmillan...  $1.40  $1.20 

x ( * *)Lyon  and  Montgomery,  Examining  and  Grading 

Grain,  Ginn .60  .51 

x(* *) Montgomery,  Productive  Farm  Crops,  Lippin- 

cott 1.75  1.52 

* *Montgomery,  Corn  Crops,  Macmillan 1.60  1.35 

**Parker,  Field  Management  and  Crop  Rotation, 

Webb 1.50  1.28 

x(**)Piper,  Forage  Plants  and  Their  Culture,  Mac- 
millan   1.75  1.52 

**Van  Slyke,  Fertilizers  and  Crops,  Orange,  Judd.  . 2.50  2.09 

*Bowman  & Crossley,  Corn,  Orange,  Judd 2.00  1.70 

*Carleton,  The  Small  Grains,  Macmillan 1.75  1.52 

*Coburn,  Book  of  Alfalfa,  Orange,  Judd 2.00  1.70 

*Cunningham  & Lancelot,  Soils  and  Plant  Life, 

Macmillan 

*Dodlinger,  Book  of  Wheat,  Orange,  Judd 2.00  1.70 

*Goff,  The  Principles  of  Plant  Culture,  Macmillan . . 1.10  .96 

*Harris  & Stewart,  Principles  of  Agronomy,  Mac- 
millan   1.40  1.20 

*Spillman,  Farm  Grasses  of  the  U.  S.,  Orange,  Judd  1.00  .87 

* Wilson  & Warburton,  Field  Crops,  Webb 1.50  1.28 

19  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $24.86 

Clute,  Agronomy,  Ginn 1.00  .88 

Davidson,  Agricultural  Engineering,  Webb 1.50  1.28 

Duggar,  Diseases  of  Plants,  Ginn 2.00  1.70 

Pammel,  Weeds  of  Farm  and  Garden,  Orange,  Judd  1.50  1.28 

III.  Soils.  (One-half  Unit  Course). 

* *Cunningham  & Lancelot,  Soils  and  Plant  Life, 

Macmillan 1.10  .96 

* *Eliott,  Practical  Farm  Drainage,  Orange,  Judd . . 1.50  1.28 

**Hunt  & Burkett,  Soils,  Orange,  Judd 1.25  1.09 

**Vivian,  First  Principles  of  Soil  Fertility,  Orange, 

Judd 1.00  .86 

** Wheeler,  Manures  and  Fertilizers , Macmillan.  ...  1.60  1.40 

* * Whitson  & Wallster,  Soils  and  Soil  Fertility,  Webb  1.25  1.09 

*Hopkins,  Soil  Fertility  and  Permanent  Agriculture, 

Ginn 2.25  1.96 

*King,  Soils,  Macmillan 1.50  1.28 

*Lyon  and  Fippin,  Principles  of  Soil  Management, 

Macmillan 1.90  1.60 

*Snider,  Soils  and  Soil  Fertility,  Macmillan 1.25  1.09 

*Voorhees,  Fertilizers,  Macmillan 1.50  1.30 

11  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $13.91 

Davidson,  Agriculture  Engineering,  Webb 1.50  1.30 

Parker,  Field  Management  and  Crop  Production, 

Webb 1.50  1.15 


156 


High  School  Course  of  Study. 


Price.  Price. 
List  Dist. 

IV.  Horticulture.  (One-half  Unit  Course). 

**Bailey,  Principles  of  Fruit  Growing,  Macmillan..  $1.75  $1.48 

**Bailey,  Nursery  Book,  Macmillan 1.50  1.28 

**Goff,  Principles  of  Plant  Culture,  Macmillan....  1.10  .96 

**Green,  Vegetable  Gardening,  Webb 1.00  .86 

**Kains,  Plant  Propagation,  Greenhouses  and  Nur- 
sery Practice,  Orange,  Judd 1.50  1.28 

**Lloyd,  Productive  Vegetable  Gardening,  Lippincott  1.50  1.28 

**Sanderson,  Insect  Pests  of  Farm , Garden  and  Or- 
chard, John  Wiley  and  Sons 3.00  2.55 

**Waugh,  Landscape  Gardening,  Orange,  Judd .75  .68 

**Wilkerson,  The  Apple,  Ginn 2.00  1.70 

*Bailey,  The  Pruning  Book,  Macmillan 1.50  1.15 

*Corbett,  Garden  Farming,  Ginn 2.00  1.75 

*Bailey,  Principles  of  Vegetable  Gardening,  Mac- 
millan  1.50  1.15 

*Green,  Popular  Fruit  Growing,  Webb 1.00  .86 

*Sears,  Productive  Orcharding,  Lippincott 1.50  1.28 

14  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $18.26 

Bailey  & Gilbert,  Plant  Breeding,  Macmillan ....  2.00  1.69 

Bailey,  Manual  of  Gardening,  Macmillan 2.00  1.69 

COMMERCIAL  GEOGRAPHY. 

* *Barker,  Great  and  Greater  Britain,  Dutton $3.00  $2.60 

**Day,  History  of  Commerce,  Longmans 2.00  1.52 

* *Dondlinger,  The  Book  of  Wheat,  Orange,  Judd..  2.00  1.70 

**Freeman  and  Chandler,  The  World's  Commercial 

Products,  Ginn 3.00  2.70 

** Missouri  Red  Book,  State  Labor  Bureau,  Jefferson 

City,  Mo Free. 

**Smith,  Commercial  and  Industrial  Geography, 

Holt 3.50  2.89 

**Surface,  The  Story  of  Sugar,  Appleton 1.00  .86 

* * United  States  Government  Publications.  (Order 

Direct). 

Department  of  Agriculture,  year  books Free. 

Forest  Service  publications Free. 

Agricultural  Graphics,  Bulletin  78 Free. 

Grain  Movement  on  the  Great  Lakes,  Bui.  81  Free. 

National  Conservation  Commission,  Report. 

3 vols 1.95 

7 vols.  ( * *)  Books — Total  cost  (one  copy  of  each) . $14 . 22 

^Gregory,  Keller  and  Bishop,  Physical  and  Com- 
mercial Geography,  Ginn 3.00  2.62 

*Johnston,  American  Railway  Transportation,  Ap- 
pleton  1.50  1.15 


High  School  Course  of  Study. 


157 

List  Dist. 
Price.  Price- 

*Johnston,  Ocean  and  Inland  W ater  Transportation, 

Appleton $1.50  $1.24 

*Myriek,  The  Book  of  Corn,  Orange,  Judd 1.50  1.15 

*Myrick,  The  American  Sugar  Industry,  Orange, 

Judd 1.50  1.15 

*Wheatfields  and  Markets  of  the  World,  St.  Louis, 

Modern  Miller 2.15  2.00 

*Tower,  The  Story  of  Oil,  Appleton 1.00  .77 

*Van  Hise,  The  Conservation  of  Natural  Resources 

in  the  United  States,  Macmillan 2.00  1.52 

8 vols.  (*)  Books — Total  cost  (one  copy  of  each).  $11.60 

15  vols.  (*)and  (**)  Books — Total  cost  (one  copy 

each) $25.82 

Smith,  The  Ocean  Carrier,  Putnam 1.50  1.15 

Smith,  The  Story  of  Iron  and  Steel,  Appleton.  ...  .75  .58 

Schierbrand,  Germany,  ( New  Ed.),  Doubleday, 

Page 1.00  .77 

MANUAL  TRAINING. 

WOODWORKING. 

Crawshaw,  Furniture  Making,  Manual  Arts  Press.  $1.00  $ .88 

Crawshaw,  Problems  in  Woodturning,  Manual  Arts 

Press .80  .70 

Blackburn,  Problems  in  Farm  Woodwork,  Manual 

Arts  Press 1.00  .88 

Goss,  Bench  Work  in  Wood,  Ginn .70  .61 

Griffith,  Essentials  of  Woodworking,  Manual  Arts 

Press .75  .68 

Griffith,  W oodwork  for  Secondary  Schools,  Manual 

Arts  Press 1.75  1.48 

Griffith,  Correlated  Courses  in  Woodwork  and  Me- 
chanical Drawing , Manual  Arts  Press 1.50  1.28 

Griffith,  Projects  in  Beginning  Woodwork  and 

Mechanical  Drawing,  Manual  Arts  Press.  ...  .75  .68 

Griffith,  Advanced  Projects  in  Woodwork,  (Furni- 
ture Making),  Manual  Arts  Press 1.00-  .88 

Griffith,  Carpentry,  Manual  Arts  Press 

Murray,  Problems  in  Woodworking,  Manual  Arts 

Press .75  .68 

Noyes,  Wood  and  Forest,  Manual  Arts  Press.  ...  3.00  2.51 

Noyes,  Handwork  in  Wood,  Manual  Arts  Press.  . 2.00  1.68 

Park,  Educational  Woodworking,  Macmillan 1.00  .88 

Ritchey,  Woodwork,  Am.  Bk.  Co 1.45  1.21 

Van  Deusen,  Beginning  Woodwork  at  Home  and 

School,  Manual  Arts  Press 1.00  .88 

Wells  and  Hopper,  Modern  Cabinet  Work,  Manual 

Arts  Press 5.00  4.50 


158 


High  School  Course  of  Study. 


MECHANICAL  DRAWING.  _ . , 

List  Dist. 

Anthony,  Elements  of  Mechanical  Drawing , D.  C.  Price.  Price. 

Heath $1.50  $1.28 

Bennett,  Problems  in  Mechanical  Drawing , Manual 

Arts  Press 1.00  .88 

Evans,  Effective  Methods  in  Mechanical  Drawing , 

Manual  Arts  Press .50  .46 

French,  Engineering  Drawing , McGraw,  Hill  Book 

Co 2.00  1.70 

Mathewson,  Notes  on  Mechanical  Drawing , Tay- 

lor-Holden  Co.,  Springfield,  Mass 1.25  1.09 

Phillips  and  Orth,  Mechanical  Drawing , Scott, 

Foresman 1.25  1.09 

Simpson,  Mechanical  Drawing  Conventions , Man- 
ual Arts  Press .20  .18 

HOUSEHOLD  ARTS. 

FOODS,  COOKING  AND  HOUSEKEEPING. 

**Conn,  Bacteria,  Yeasts  and  Molds  in  the  Home, 

Ginn $1.00  $ .87 

**Forster  and  Wagley,  Foods  and  Sanitation,  Row, 

Peterson 1.00  .87 

**Frederick,  The  New  Housekeeping,  Doubleday..  1.00  .87 

**Kinne  and  Cooley,  Foods  and  Household  Manage- 
ment, Macmillan 1.10  .96 

* *Kinne  and  Cooley,  Shelter  and  Clothing,  Macmillan  1.10  .96 

* *Sherman,  Food  Products,  Macmillan 2.25  1.95 

* *Snyder,  Human  Foods,  Macmillan 1.25  1.09 

7 vols.  (**)  Books — Total  cost  (one  copy  of  each)  $7.57 

*Bevier,  The  House:  Its  Plan,  Decoration  and  Care, 

American  School  of  Home  Economics,  Chi- 
cago   1.25.  1.09 

* Jordan,  The  Principles  of  Human  Nutrition,  Mac- 

millan  1.75  1.52 

* Library  of  Home  Economics,  (12  vols.),  American 

School  of  Home  Economics,  Chicago 15.00  10.00 

* Proctor  and  Gamble,  Laundry  Manual,  Proctor 

& Gamble,  Cincinnati,  Ohio Free. 

*Pyle,  Manual  of  Personal  Hygiene,  Saunders.  ...  1.50  1.28 

*Snell,  Household  Chemistry,  Macmillan 1.25  1.09 

*Richards,  Cost  of  Cleanness,  Wiley 1.00  .87 

*Talbot,  House  Sanitation,  Whitcomb  and  Barrows  .25  .23 

8 vols.  (*)  Books — Total  cost  (one  copy  of  each).  $16.08 

15  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $23.65 

Bailey,  Textbook  of  Sanitary  and  Applied  Chem- 
istry, Macmillan 1.40  1.24 


High  School  Course  of  Study. 


159 

List  Dist. 
Price.  Price. 

Bailey,  Domestic  Science , Principles  and  Applica- 
tion, Webb $1.00  $ .87 

Balderston  and  Linrick,  Laundry  Manual,  Whit- 
comb & Barrows 1.25  1.09 

Buchanan,  Household  Bacteriology,  Macmillan.  . . 2.25  1.95 

Chittenden,  Nutrition  of  Man , Stokes 3.00  2.29 

Dodd,  The  Chemistry  of  the  Household,  American 

School  of  Home  Economics 1.50  1.15 

Farmer,  Boston  Cooking  School  Cook  Book,  Little, 

Brown 1.80  1.35 

Fletcher,  A-B-C  of  our  Own  Nutrition,  Stokes.  ...  1.20  1.00 

Green,  Food  Products  of  the  World,  Hotel  World.  . 1.50  1.31 

Hill,  Up-to-Date  Waitress,  Little,  Brown 1.50  1.16 

Knight,  Food  and  Its  Functions,  Scribner 1.00  .86 

Leach,  Food  Analysis  and  Inspection,  Wiley 6.50  5.60 

Lincoln,  Mary  J.,  Home  Science  Cook  Book,  Whit- 
comb and  Barrows 1.00  .88 

Parloa,  Home  Economics,  Century 1.50  1.28 

Pattee,  Diet  in  Disease,  A.  F.  Pattee 1.50  1.16 

Pirie,  Science  of  Home  Making,  Scott,  Foresman.  .90  .78 

Richards,  Handbook  of  Domestic  Science  and 

Household  Art,  Macmillan 1.00  .88 

Snyder,  Chemistry  of  Plant  and  Animal  Life,  Mac- 
millan   1.50  1.28 

Stiles,  Nutritional  Physiology,  Saunders 1.25  1.10 

BOOKS  ON  TEXTILES  AND  CLOTHING. 

*Gibbs,  Household  Textiles,  Whitcomb  and  Bar- 

rows $1.25  $1.10 

*Woolman  and  McGowan,  Textiles,  Macmillan.  . . 2.00  1.70 

Dooley,  Textiles,  (New  Ed.),  Heath 1.25  1.10 

Hannam,  Textiles,  Fibres  of  Commerce,  Lippincott  3.00  2.58 

Matthews,  Textile  Fibres,  Wiley 4.00  3.35 

Woolman,  A Sewing  Course  for  Teachers,  Seiler..  1.50  1.30 

3 vols.  (**)  and  (*)  Books — Total  cost  (one  copy 

of  each) $2.80 

MUSIC. 

*Baker,  T.,  Biographical  Dictionary  of  Musicians, 

Scbirmer $3.50  $3.00 

**Baltzell,  History  of  Music,  Presser 1.75  1.25 

*Baker,  T.,  Dictionary  of  Musical  Terms,  Schirmer  1.00  .70 

*Elson.  L.  C.,  History  of  American  Music 6.00  4.50 

*Elson,  A.  C.,  Orchestral  Instruments  and  Their 

Use 2.00  1.48 

*Goetchins,  P.,  Melody  Writing,  Schirmer 1.25  ,94 

*Henderson,  W.  J.,  The  Story  of  Music,  Longmans.  1.00  .88 

*Jadassohn,  A Manual  of  Harmony 2.00  1.12 


160  High  School  Course  of  Study. 

Price.  Price. 

List  Dist. 

**Mathews,  A Popular  History  of  Music $2.00  $1.60 

x**Mathews,  Howto  Understand  Music,  (2vols.)..  3.00  2.50 

x**Shepard,  Harmony  Simplified , Schirmer 1.25  .94 

x * *Tapper,  First  Year  in  Harmony,  Schmidt 1.00  .86 

x**Victor,  Book  of  the  Opera,  Victor  Talking  Ma- 
chine Co 1.00  .70 

13  vols.  ( * *)  Books — Total  cost  (one  copy  of  each ) $20 . 47 

*Fillmore,  Lessons  in  Musical  History,  Presser.  . . 1.50  1.23 

*Goodrich,  Theory  of  Musical  Interpretation,  Presser  2.00  1.50 

*Grove,  G.,  Dictionary  of  Music  and  Musicians , 

Presser,  (5  vols.) 25.00  20.00 

*Law,  F.  S.,  Operatic  Tales,  Hatch  Music  Co 1.50  1.28 

*Mason , From  Greig  to  Brahms 1.25  .96 

*Perry,  E.  B.,  Descriptive  Analysis,  Presser 1.50  1.23 

*Prout,  The  Orchestra,  Vols.  I.  and  II.,  Schuberth  4.00  2.96 

*Tapper,  First  Studies  in  Music  Biography 1.50  1.23 

*Tapper,  Fundamentals  in  Music  and  Music  Study, 

Schmidt 1:00  .86 

^Tapper,  Second  Year  in  Harmony,  Schmidt 1.00  .86 

* Victor  Talking  Machine  in  Schools,  “A  New  Cor- 
relation”  1.00  .75 

11  vols.  (*)  Books — Total  cost  (one  copy  of  each)  $32.86 

24  vols.  (**)  and  (*)  Books — Total  cost  (one  copy 

of  each) $53.35 

Atchin,  C.  A.,  Ear  Training  for  Teacher  and  Pupil, 

Ditson 1.00  .77 

Chapin,  A.  A.,  Wotan,  Siegfried  and  Brumhilde.  . . 1.25  .96 

Burchenal,  E.,  Folk  Dances  and  Singing  Games, 

Schirmer,  (cloth) 1.50  1.00 

Dann,  Musical  Dictation,  Book  I.  and  II.,  A,  B, 

&C 1.15  .98 

Elson,  L.  C.,  National  Music  of  America,  Page.  . 1.50  1.12 

Fay,  A.,  Music  Study  in  Germany 1.25  .96 

Finck,  H.  T.,  Songs  and  Song  Writers,  Scribners.  . 1.25  1.00 

Goepp,  P.  H.,  Symphonies  and  Their  Meaning, 

Lippincott,  (3  vols. ) 2.00  1.48 

Gow,  G.  C.,  The  Structure  of  Music,  Schirmer.  . . 1.25  .94 

Guerber,  H.  A.,  Stories  of  the  Famous  Operas.  ...  1.35  1.05 

Guerber,  H.  A.,  Stories  of  the  Wagner  Operas 1.35  1.05 

Guerber,  H.  A.,  Stories  of  the  Popular  Operas.  ...  1.35  1.05 

Henderson,  W.  J.,  The  Orchestra  and  Orchestral 

Music 1.25  1.00 

Henderson,  W.  J.,  What  is  Good  Music?  Scribners  1.00  .80 

Hunt,  B.,  Concise  History  of  Music 1.00  .80 

Kastman,  V.,  and  Kohler,  G.,  Swedish  Song  Games, 

Ginn .75  .68 

Kobbe,  G.,  Wagner's  Music  Dramas  Analyzed, 

(2  vols.),  Schirmer 1.75  1.25 


High  School  Course  of  Study. 


161 

Price.  Price. 
List  Dist. 

Mason,  The  Romantic  Composers $1.75  $1.35 

Peterson,  F.,  Musical  Form , Boston  Music  Co  . . .75  .65 

Pratt,  W.  S.,  History  of  Music , Schirmer 2.50  2.00 

Streathfield,  Modern  Music  and  Musicians 2.75  2.24 

Surette,  T.  W.,  and  Mason,  D.  G.,  The  Apprecia- 
tion of  Music,  Doubleday 1.50  1 15 

Upton,  G.  P.,  Standard  Operas,  McClurg 1.75  1.26 

White,  W.  A.,  Harmony  and  Ear  Training,  Silver  1.50  1.28 

PEDAGOGY. 

*Bagley,  Classroom  Management,  Macmillan $1.25  $1.10 

*Betts,  The  Mind  and  Its  Education,  Appleton.  . . 1.25  1.10 

*Briggs  and  Coffman,  Reading  in  Public  Schools, 

Row,  Peterson 1.25  1.10 

*Brown  & Coffman,  Teaching  of  Arithmetic,  Row, 

Peterson 1.25  1.10 

*Bryant,  How  to  Tell  Stories  to  Children,  Houghton  1.00  .77 

*Charters,  Teaching  the  Common  Branches,  Hough- 
ton   1.35  1.19 

*Colgrove,  The  Teacher  and  the  School,  Scribners . . 1.25  1.10 

*Calvin  and  Bagley,  Human  Behavior,  Macmillan  . 1.00  .89 

*Cubberley,  Rural  Life  and  Education,  Houghton . 1.50  1.29 

*Dressler,  School  Hygiene,  Macmillan 1.24  1.10 

*Klapper,  Teaching  Children  to  Read,  Appleton.  . . 1.25  1.10 

*Strayer,  A Brief  Course  in  the  Teaching  Process, 

Macmillan 1.25  1.10 

12  vols.  ( * * ) Books — Total  cost  (one  copy  of  each ) $12 . 94 

*Cubberley,  The  Improvement  of  Rural  Schools, 

Houghton .35  .31 

*Dutton,  School  Management,  Scribners 1.00  .86 

*Sherman  and  Reed,  Essentials  in  Teaching  Read- 
ing, Univ.  Pub.  Co 1.25  1.10 

*Smith,  The  Teaching  of  Arithmetic,  G inn 1.00  .88 

*Wray,  Jean  Mitchell’s  School,  Public  School  Pub. 

Co 1.00  .83 

5 vols.  (*)  Books — Total  cost  (one  copy  cfeach  ) $3.98 

17  vols.  (*)  and  (**)  Books — Total  cost  (one  copy 

of  each) $16.92 

Arnold,  Way  marks  for  Teachers,  Silver  Burdette.  1.25  1.10 

Betts  and  Hall,  Better  Rural  Schools,  Bobbs, 

Merrill 1.25  1.08 

Bryant,  Stories  to  Tell  Children,  Houghton 1.00  .77 

Carney,  Country  Life  and  the  Country  School,  Row, 

Peterson 1.25  1.10 

Cooley,  Language  Teaching  in  the  Grades,  Hough- 
ton  .35  .31 

Dodge  and  Kirchwey,  The  Teaching  of  Geography  1.00  .87 

Earhart,  Types  of  Teaching,  Houghton,  Mifflin..  1.25  1.10 

S— 11 


162  High  School  Course  of  Study. 

Price.  Price. 

List  Dist. 

Gilman  and  Williams.  Seatwork  and  Industrial 

Occupations , Macmillan $ .50  $ .46 

Goldwasser,  Method  and  Methods  in  the  Teaching  of 

English,  Heath 1.00  .88 

Hodge,  Nature  Study  and  Life,  Ginn 1.50  1.33 

James,  Talks  to  Teachers  on  Psychology  and  Life's 

Ideals,  Holt 1.50  1.31 

Johnson,  Education  by  Plays  and  Games,  Ginn.  . . .90  .78 

Shaw,  School  Hygiene,  Macmillan 1.00  .88 

Smith,  The  Evolution  of  Dodd,  Rand-McNally . . . .75  .43 

Stamper,  A Textbook  on  the  Teaching  of  Arithmetic, 

Am.  Bk.  Co 1.00  .88 

Sutherland,  The  Teaching  of  Geography,  Scott, 

Foresman 1.25  1.10 

Thorndike,  Human  Nature  Club,  Longmans 1.25  1.03 

Thorndike,  Principles  of  Teaching,  Seiler 1.25  1.16 

BOOKS  FOR  HIGH  SCHOOL  TEACHERS. 

Bagster-Collins,  The  Teaching  of  German,  Mac- 
millan  $1.50  $1.28 

Bennett  and  Bristol,  The  Teaching  of  Latin  and 

Greek,  Longmans 1.50  1.28 

Bourne,  The  Teaching  of  History  and  Civics,  Long- 
mans   1.50  1.28 

Brown,  The  American  High  School,  Macmillan.  . 1.40  1.24 

Carpenter,  Baker  and  Scott,  The  Teaching  of 

English,  Longmans 1.50  1.30 

ChubjT/ie  Teaching  of  English,  Macmillan 1.00  .88 

De  Garmo,  Principles  of  Secondary  Education, 

(3  vols.),  Macmillan 3.25  2.86 

Ganong,  The  Teaching  Botanist,  Macmillan 1.25  1.10 

Hollister,  High  School  Administration,  Heath.  ...  1.50  1.20 

Johnson,  The  Modern  High  School,  Its  Adminis- 
tration and  Extension,  Scribner 1.75  1.50 

Lloyd  & Bigelow,  The  Teaching  of  Biology,  Long- 
mans   1.50  1.30 

Smith,  The  Teaching  of  Elementary  Mathematics, 

Macmillan 1.00  .88 

Smith  and  Hall,  The  Teaching  of  Chemistry  and 

Physics,  Longmans 1.50  1.30 

Young,  The  Teaching  of  Mathematics,  Longmans.  1.50  1.30 


High  School  Course  of  Study. 


163 


BULLETINS  FOR  FREE  DISTRIBUTION. 

In  ordering  bulletins  or  circulars  state  clearly  the  name  of 
the  bulletin  or  circular  and  give  the  number  of  the  same. 

I.  UNIVERSITY  OF  MISSOURI;  COLLEGE  OF  AGRI- 
CULTURE. 

(Address,  Columbia,  Missouri.) 

The  following  publications  were  available  for  free  distribution 
April,  1916: 

Experiment  Station  Bulletins. 

106  Co-Operative  Experiments  with  Alfalfa. 

108  Grass  Investigations  in  the  Ozark  Upland. 

112  Corn  Silage  for  Fattening  Two  Year  Old  Steers. 

114  Corn  Versus  Oats  for  Work  Mules. 

115  Rations  for  Fattening  Western  Yearling  Sheep. 

118  Drainage  Investigations  in  Northeast  Missouri. 

119  Soil  Investigations  in  Jasper  County. 

120  Rations  for  Breeding  Ewes. 

122  Inspection  of  Commercial  Fertilizers,  1914. 

123  Experiments  with  Farm  Crops  in  Southwest  Missouri. 

125  Cost  of  Productions  on  Missouri  Farms. 

126  Soil  Experiments  in  Northeast  Missouri. 

127  Soil  Experiments  in  Central  and  Northeast  Missouri. 

128  Soil  Experiments  in  North  Missouri. 

129  Soil  Experiments  on  Red  Limestone  Upland  of  Southwest  Missouri. 

130  Soil  Experiments  on  Gray  Prairie  of  Southwest  Missouri. 

131  Work  and  Progress  of  Experiment  Station,  1913-14. 

132  The  Control  of  the  San  Jose  Scale  in  Missouri. 

133  The  Soil  and  Its  Use. 

134  Insect  Pest  of  Field  Crops. 

135  Rations  and  Age  at  Calving  as  Factors  Influencing  Growth  and 

Dairy  Qualities  of  Cows. 

136  Feeding  Wheat  to  Fattened  Swine. 

137  The  Periodical  Cicada  in  Missouri. 

138  Farm  Bookkeeping. 

139  Inspection  of  Commercial  Fertilizers,  1915. 

Experiment  Station  Circulars. 

37  Variations  in  Cream  Tests. 

44  Feeding  for  Milk  Production. 

46  Factors  Influencing  the  Yield  of  Oats. 

57  Keeping  Records  of  Dairy  Cows. 

64  Directions  for  Testing  Cream. 

65  Advantages  from  Use  of  Pure-bred  Ram. 

66  Cotton  Seed  Selection  of  Southeast  Missouri. 

67  How  to  Build  a Gurler  Silo. 

68  The  Seeding  of  Meadows  and  Pastures. 

69  The  Fertility  of  the  Soil. 

70  The  Hessian  Fly  in  Missouri. 

72  Silage  for  Horses  and  Mules. 

73  Rye  and  Blue  Grass  Pasture  for  Ewes. 

74  The  Yellow  Color  in  Cream  and  Butter. 

75  The  Farmer’s  Poultry  House. 

77  The  Value  of  Education  to  the  Farmer. 

S — 12 


164 


High  School  Course  of  Study , 


78  The  Control  of  Soil  Washing. 

79  Sour  Milk  for  Chicken  Feeding. 

81  Pruning  Shade  Trees. 

Extension  Service  Circulars. 

2 Hairy  Vetch  for  Missouri. 

3 Growing  Rape  for  Forage. 

4 Controlling  the  Cinch-Bug. 

5 Filling  the  Silo. 

6 Growing  Alfalfa  in  Missouri. 

8 Judging  of  Chickens. 

II.  MISSOURI  STATE  BOARD  OF  AGRICULTURE. 

(Address;  Columbia,  Missouri.) 

Missouri  County  Fairs.  Vol.  10,  No.  6. 

Potato  Growing  in  Orrick  District.  Vol.  10,  No.  9. 

Diversified  Crops  in  Missouri.  Vol.  10,  No.  10. 

Bovine  Tuberculosis.  Vol.  10,  No.  10. 

Crop  Review  for  1912.  Vol.  10,  No.  12. 

Country  Hams  and  Bacon.  Vo. .11,  No.  6. 

Peach  Growing,  Koshkonong-Brandsville  District.  Vol.  11,  No.  8. 
Home  Economics  Work  in  Missouri.  Vol.  11,  No.  11. 

Crop  Review  for  1913.  Vol.  11,  No.  12. 

Booklet:  Missouri  Peaches. 

Better  Roads.  Vol.  12,  No.  10. 

Missouri  Farmer’s  Ham  and  Bacon  Show.  Vol.  13,  No.  3. 

Home  Making  in  Missouri.  Vol.  13,  No.  4. 

Country  Life  Conference.  Vol.  13,  No.  5. 

Wheat  Stacking.  Vol.  13,  No.  6. 

Alfalfa  on  Missouri  Farms.  Vol.  13,  No.  8. 

Ice  on  the  Farm.  Vol.  13,  No.  9. 

Some  Insect  Pests  and  Their  Enemies.  Vol.  13,  No.  10. 

Dairy  Laws,  Rules,  Regulations,  Etc.  Vol.  13,  No.  11. 

Missouri  Crop  Review  for  1915.  Vol.  13,  No.  12. 

Agricultural  Exhibits  and  Farmers  Institutes.  Vol.  14,  No.  1. 


III.  MISSOURI  STATE  BOARD  OF  HORTICULTURE. 
(Address;  Columbia,  Missouri.) 

Owing  to  the  fact  that  the  last  legislature  appropriated  no 
funds  for  the  maintenance  of  the  Board  of  Horticulture,  the  Board 
has  no  funds  for  mailing.  High  schools  desiring  bulletins  listed 
below  should  remit  postage  for  mailing. 

1 Home  Manufacture  of  Cider  Vinegar. 

7  Practical  School  Gardening. 

9 Manufacture,  Preservation  and  Uses  of  Unfermented  Grape  Juice. 

12  Marketing  Fruits. 

14  Poisonous  and  Medical  Plants  of  Missouri. 

16  What  to  do  for  the  Curculio . 

18  Civic  Improvement  for  Town  and  Country. 

19  Carload  Pre-cooling  of  Fruits  and  Vegetables  before  Shipping. 

20  Adaptability  of  the  Ingram  Apple  to  the  Soils  of  the  Ozarks. 

24  Secretary’s  Report  for  the  Year  1910. 

25  Strawberry  Congress. 

27  Western  Orchard  Methods  Applied  to  Missouri  Conditions. 

28  Summer  Apples. 

29  Are  the  Springs  Colder  Now? 

30  Some  Physiological  Facts  in  Strawberry  Growing. 


High  School  Course  of  Study.  165 


32  Hints  on  Pruning  Apple  Trees. 

33  Plant  Propagation. 

34  Asparagus  and  Rhubarb  Culture. 

35  ’ The  Time  for  Planting  Vegetables. 

36  Growing  Curcubits.  (Cucumbers,  Cantaloupes,  Melons). 

£7  Sweet  Potato  Growing. 

38  Celery  Growing. 

39  Raspberry  Culture. 

40  The  Pecan. 

41  Insect  Enemies  of  Ornamentals. 

42  Bees  and  Horticulture. 

43  Missouri  State  Board  of  Horticulture  Mailing  List. 

44  Co-operation  Among  Fruit  Growers. 

46  Lime  Sulphur  Sprays. 

47  Grading  and  Packing  Fruit. 

49  The  Conservation  of  Soil  Fertility. 

50  Pruning  Apple  Trees,  With  Some  Notes  on  Their  General  Care. 

56  Native  and  Naturalized  Plants  of  Missouri  Suitable  for  Ornamental 
Planting. 

58  Strawberry  Congress. 

60  Ornamental  Planting. 

61  Economic  Value  of  Birds  in  Horticulture. 

62  Planting  and  Care  of  the  Young  Orchard. 

63  Vegetable  Growing  in  Missouri. 

64  Grape  Growing. 

65  Spray  Machinery. 

IV.  UNITED  STATES  DEPARTMENT  OF  AGRICULTURE. 

A great  number  of  valuable  bulletins  for  agriculture  and  domestic 
arts  may  be  secured  from  the  United  States  Department  of  Agri- 
culture. The  list  of  bulletins  is  too  long  to  incorporate  it  in  this 
course.  Write  to  the  U.  S.  Department  of  Agriculture,  Division 
of  Publications,  Jos.  A.  Arnold,  Editor  and  Chief,  for  a list  of  bulle- 
tins for  free  distribution. 

Farmers’  bulletins  no  longer  for  free  distribution  may  be  secured 
from  the  U.  S.  Department  of  Agriculture  at  a cost  of  5 cents  to 
25  cents  per  bulletin  or  circular.  Write  to  the  Superintendent  of 
Documents,  Washington,  D.  C.,  for  the  price  list  of  Farmers’  Bul- 
letins. This  price  list  will  be  sent  free  on  application. 


166 


High  School  Course  of  Stduy, 


PUBLISHING  COMPANIES. 


Below  are  given  the  addresses  of  the  publishers  most  frequently  quoted 
in  the  foregoing  lists.  Companies  usually  furnish  their  own  publications  to 
boards  of  education  at  slightly  lower  (wholesale)  prices  than  can  be  seemed 
from  book  jobbing  houses,  and  when  many  books  of  one  publisher  are  purchased 
at  once  a saving  is  made  by  ordering  direct.  All  miscellaneous  orders  should 
be  sent  to  the  Missouri  Store  Co.  as  this  company  is  prepared  to  supply  promptly 
the  books  of  all  publishers.  In  ordering  state  exactly  what  is  wanted, 
including  author,  title,  edition  and  publisher.  This  precaution  is  doubly  im- 
portant when  purchasing  through  local  dealers  not  accustomed  to  handling 
orders  of  library  books. 


Allyn  & Bacon,  Chicago. 

American  Book  Company,  Chicago. 

D.  Appleton  & Co.,  Chicago. 

Atkinson,  Mentzer  & Co.,  Chicago. 
Century  Book  Company,  Chicago. 
Dodd,  Mead  & Co.,  Kansas  City. 
Doubleday,  Page  & Co.,  New  York  City 

E.  P.  Dutton  & Co.,  Indianapolis. 

Ginn  & Co.,  Chicago. 

Harper  & Bros.,  New  York  City. 

D.  C.  Heath  & Co.,  Chicago. 

Henry  Holt  & Co.,  New  York  City. 
Houghton,  Mifflin  Company,  Chicago. 
J.  B.  Lippincott  Gompany,  Phila- 
delphia. 

Little,  Brown  & Co.,  Boston. 
Longmans,  Green  & Co.,  Chicago. 


A.  C.  McClurg  & Co.,  Chicago. 

The  Macmillan  Company,  Chicago. 
Manual  Arts  Press,  Peoria. 

Charles  E.  Merrill  Co.,  Chicago. 

A.  J.  Nystrom  & Co.,  Chicago. 

Open  Court  Publishing  Co.,  Chicago. 
.Orange,  Judd  Company,  Chicago. 

G.  P.  Putnam’s  Sons,  Chicago. 

Rand,  McNally  & Co.,  Chicago. 

Row,  Peterson  & Co.,  Chicago. 

Chas.  Scribner’s  Sons,  Chicago. 

Scott,  Foresman  & Co.,  Chicago. 
Silver,  Burdett  & Co.,  Chicago. 

Small,  Maynerd  & Co.,  Boston. 

Webb  Pub.  Co.,  St.  Paul. 

Whitcomb  & Barrows,  Boston. 

World  Book  Co.,  Yonkers,  on  the  Hud- 
son, N.  Y. 


SYNOPSIS  OF  CONDITIONS  UNDER  WHICH 
STATE  AID  FOR  HIGH  SCHOOLS 
MAY  BE  OBTAINED. 


The  Wilson  High  School  Aid  Law. 

To  obtain  aid  under  the  Wilson  Law  a school  district 
must  meet  the  following  conditions: 

1.  Make  a levy  of  100  cents  on  the  $100  for  school  pur- 
poses. 

2.  Maintain  an  everage  daily  attendance  of  fifteen  or 
more  in  high  school  the  year  previous  to  making  application 
for  state  aid. 

3.  Maintain  at  least  a two  year  approved  high  school. 

4.  Teach  one  year  of  approved  work  in  agriculture. 

5.  Pay  each  of  its  teachers  in  both  the  elementary  and 
high  school  at  least  $40.00  per  month. 

6.  Admit  nonresident  pupils  on  the  payment  of  a reason- 
able tuition  fee. 

7.  Be  organized  as  a village,  town  or  consolidated  school 
district. 

No  district  is  entitled  to  aid  in  excess  of  one-half  the 
total  teachers’  salaries  paid  for  high  school  work  the  previous 
year. 

The  Buford  Consolidation  Law. 

To  obtain  aid  under  the  Buford  Consolidation  Law  a 
district  must  meet  the  following  conditions: 

1.  Be  organized  under  the  Buford  Law. 

2.  Provide  adequate  school  buildings.  The  high  school 
cannot  be  conducted  in  a rented  building,  unless  such  ar- 
rangement is  temporary  and  bonds  have  been  voted  for  the 
erection  of  a high  school  building. 

3.  Maintain  at  least  a two  year  approved  high  school. 

4.  Teach  one  year  of  approved  work  in  agriculture. 

No  average  daily  attendance  is  specified  in  the  Buford 
Law. 


(167) 


168 


High  School  Course  of  Study . 


The  amount  of  aid  under  the  Buford  Law  is  $25.00  per 
square  mile  or  fraction  thereof  in  the  area  of  the  district, 
provided  that  no  district  can  receive  in  any  one  year  more 
than  $800. 

The  Crossley  Teacher-Training  Law. 

To  obtain  aid  under  the  Crossley  Teacher-Training  Law 
a school  district  must  meet  the  following  conditions: 

1.  Maintain  a first  class  approved  high  school. 

2.  Employ  in  the  high  school  five  teachers,  including 
the  superintendent,  except  that  the  first  school  approved  in 
any  county  may  employ  only  four  teachers  in  high  school. 

3.  Maintain  a class  of  ten  in  the  teacher-training  work. 

4.  Employ  efficient  teachers  in  the  grades. 

5.  Provide  suitable  buildings  and  rooms  for  the  regular 
high  school  work  and  a suitable  room  for  the  teacher-training 
work. 

6.  Employ  for  the  teacher-training  work  a well  trained 
and  successful  instructor,  approved  for  this  work. 

7.  Comply  with  all  the  special  teacher-training  require- 
ments. 


IMPORTANT  SECTIONS  OF  THE  SCHOOL  LAWS 
RELATING  TO  HIGH  SCHOOLS. 

CLASSIFICATION  OF  HIGH  SCHOOLS. 

Classification  of  High  Schools. 

Sec.  10923.  Classification  of  high  schools — work  to  be  accredited. — The 
state  superintendent  of  public  schools  shall  have  authority  to  classify  the 
public  high  schools  in  the  state  into  first,  second  and  third  classes,  and  shall  pre- 
scribe minimum  courses  of  study  for  each  class:  Provided,  that  no  school 
shall  be  classed  as  a high  school  of  the  first  class  which  does  not  maintain  a 
four  years’  course  of  standard  work  in  English,  mathematics,  science  and 
history  for  a term  of  at  least  nine  months  in  the  year,  and  which  does  not 
employ  the  entire  time  of  at  least  three  approved  teachers  in  high  school  work; 
that  no  school  shall  be  classed  as  a high  school  of  the  second  class  which  does 
not  maintain  a three  years’  course  of  standard  work  in  English,  mathematics, 
science  and  history  for  a term  of  at  least  nine  months  in  the  year,  and  which 
does  not  employ  the  entire  time  of  at  least  two  approved  teachers  in  high 
school  work;  that  no  school  shall  be  classed  as  a high  school  of  the  third  class 
which  does  not  maintain  a two  years’  course  of  standard  work  in  English, 
mathematics,  science  and  history  for  a term  of  at  least  eight  months  in  the 
year,  and  which  does  not  employ  the  entire  time  of  at  least  one  approved 
teacher  in  high  school  work.  All  work  completed  in  an  accredited  high  school 
shall  be  given  full  credit  in  requirements  for  entrance  to  and  classification  in 
any  educational  institution  supported  in  whole  or  in  part  by  state  appro- 
priations. (Laws  1903,  p.  264,  re-enacted,  L.  1909,  p.  770.) 

High  School  Inspection. 

Sec.  10924.  High  school  inspection  by  state  superintendent. — For  the  pur- 
pose of  classifying  high  schools  and  having  their  work  accredited  by  higher 
educational  institutions,  the  state  superintendent  of  public  schools  shall,  in 
person  or  by  deputy,  inspect  and  examine  any  high  school  making  application 
for  classification,  and  he  shall  prescribe  rules  and  regulations  governing  such  in- 
spections and  examinations,  and  keep  complete  record  of  all  inspections,  ex- 
aminations and  recommendations  made.  He  shall,  from  time  to  time,  publish 
lists  of  classified  high  schools:  Provided,  he  may  drop  any  school  in  its  classi- 
fication if,  on  reinspection  or  re-examination,  he  finds  that  such  school  does 
not  maintain  the  required  standard  of  excellence.  (Laws  1903,  p.  265,  re- 
enacted, L.  1909,  p.  770.) 

Qualifications  for  County  Certificates. 

Section  10941.  Qualifications  necessary  for  certificates. — No  person  shall  be 
granted  a license  to  teach  in  the  public  schools  of  this  state  who  is  not  of  good 
moral  character.  From  and  after  September  1,  1912,  all  applicants  for  first 
or  second  grade  certificates  to  teach  must  present  evidence  of  having  com- 
pleted the  first  year’s  work  of  a classified  or  accredited  high  school  as  defined 
in  section  10923,  R.  S.  Mo.  1909,  or  its  equivalent.  From  and  after  September 
1,  1914,  all  applicants  for  first  or  second  grade  certificates  must  present  evidence 
of  having  completed  two  years  of  such  work,  or  its  equivalent.  From  and  after 
September  1,  1916,  all  applicants  for  first  or  second  grade  certificates  must 
present  evidence  of  having  completed  three  years  of  such  work,  or  its  equiv- 
alent. From  and  after  September  1,  1918,  all  applicants  for  first  or  second 
grade  certificates  must  present  evidence  of  having  completed  four  years  of 
such  work,  or  its  equivalent.  “The  high  school  work  herein  required  may 
be  done  in  any  public,  private,  or  parochial  school,  or  private  study,  and  satis- 

(169) 


170  High  School  Course  of  Study. 


factory  evidence  thereof  presented  by  the  written  statements  of  parties  who 
have  personal  knowledge  that  such  work  has  been  done,  or  by  passing  a satis- 
factory examination  on  the  subjects  for  which  credit  is  claimed  and  which  are 
not  required  in  the  examination  prescribed  by  section  10939  of  this  article:” 
Provided,  that  the  provisions  of  this  section  shall  not  apply  to  any  person  who 
holds  a certificate  entitling  him  to  teach  in  the  schools  of  Missouri  at  the  time 
of  the  taking  effect  of  this  act. 

The  Wilson  High  School  Aid  Law,  1913. 

Section  1.  State  aid  for  high  schools,  how  received. — Any  town,  city  or 
consolidated  school  district  may  apply  for  state  aid  to  maintain  a high  school. 
The  aid  granted  shall  be  eight  hundred  dollars  ($800.00)  per  year  to  districts 
whose  valuation  is  less  than  three  hundred  thousand  dollars  ($300,000):  six 
hundred  dollars  ($600.00)  per  year  to  districts  whose  valuation  is  three  hundred 
thousand  dollars  and  less  than  four  hundred  thousand  dollars  ($400,000) ; four 
hundred  dollars  ($400.00)  per  year  to  districts  whose  valuation  is  four  hundred 
thousand  dollars  and  less  than  six  hundred  thousand  dollars  ($600,000);  two 
hundred  dollars  ($200)  per  year  to  districts  whose  valuation  is  six  hundred 
thousand  dollars  ($600,000)  or  more:  Provided,  that  a district  in  order  to  re- 
ceive state  aid  shall  show  its  assessed  valuation,  that  it  is  organized  as  a town, 
city  or  consolidated  school  district  and  has  six  school  directors,  that  it  has 
levied  for  school  purposes  (teachers  and  incidental  expenses)  the  maximum 
levy  provided  by  law,  that  it  maintains  an  approved  high  school  and  employs 
a competent  principal  to  teach  in  said  high  school  and  to  supervise  the  ele- 
mentary school  of  said  school  district,  that  it  pays  each  of  its  teachers  at  least 
forty  dollars  per  month,  that  it  admits  non-resident  pupils  to  said  high  school 
on  payment  of  a reasonable  tuition  fee,  that  during  the  past  year  the  daily 
attendance  in  said  high  school  has  averaged  fifteen  pupils,  that  it  gives  an  ap- 
proved course  of  at  least  one  year  in  agriculture:  Provided  further,  that  in 
no  case  shall  any  district  receive  from  the  state  in  any  year  more  than  one- 
half  of  the  amount  of  the  salary  paid  to  its  high  school  teachers  the  previous 
year.  It  is  also  further  provided  that  no  district  receiving  any  other  form 
of  special  high  school  aid  from  the  state  shall  be  entitled  to  aid  under  this  act. 

Sec.  2.  Provisions  under  which  aid  may  be  had. — Any  town,  city  or  con- 
solidated school  district,  situated  in  any  county  in  which  there  is  no  school 
■district  whose  assessed  valuation  is  more  than  three  hundred  thousand  dollars 
<$300,000)  may  apply  for  state  aid  to  maintain  a high  school.  A district 
making  application  for  state  aid  under  this  section  shall  show  that  it  has  an 
assessed  valuation  of  less  than  three  hundred  thousand  dollars,  and  that  no 
approved  high  school  in  the  county  maintains  an  average  daily  attendance  of 
fifteen  pupils,  that  it  is  organized  as  a town,  city  or  consolidated  school  district 
and  has  six  school  directors,  that  it  has  levied  for  school  purposes  (teachers 
and  incidental  expenses)  the  maximum  levy  provided  by  law,  that  it  proposes 
to  maintain  an  approved  high  school  of  at  least  the  third  class  for  a term  of 
eight  months  and  that  it  employs  a competent  principal  to  teach  in  said  high 
school  and  supervise  the  elementary  school  of  said  district.  The  state  hereby 
grants  an  aid  of  eight  hundred  dollars  ($800.00)  per  year  to  such  school  dis- 
trict. But  it  is  further  provided  that,  if  two  or  more  districts  in  the  same 
county  apply  for  state  aid  under  the  provisions  of  section  2 of  this  act,  the 
district  that  first  files  in  the  office  of  the  state  superintendent  of  public  schools 
notice  of  its  intention  to  apply  for  aid  under  this  act  shall  be  granted  the  aid : 
Provided,  that  on  or  before  June  30th,  following  the  filing  of  the  notice  of  its 
intention  to  apply  for  aid,  it  shows  that  it  has  met  the  requirements  of  this 
section:  Provided  further,  that  any  district  receiving  aid  in  any  year  shall  be 
regarded  as  the  first  applicant  for  aid  the  succeeding  year  without  the  filing 
of  a formal  notice.  It  is  further  provided  that  any  school  district  receiving 
aid  under  the  provisions  of  this  act  shall  admit  non-residents  pupils  to  the 
high  school  of  said  district  on  the  payment  of  a reasonable  tuition  fee.  Provided 
further,  that  any  school  district  receiving  state  aid  for  two  consecutive  years 
and  then  during  any  two  consecutive  years  thereafter  fails  to  maintain  an 
average  daily  attendance  of  fifteen  high  school  pupils,  shall  forfeit  its  right  to 


High  School  Course  of  Study.  171 


any  further  aid  for  a period  of  five  years,  or  until  it  can  again  show  an  average 
daily  attendance  of  fifteen  high  school  pupils  for  a term  of  eight  months. 

Sec.  3.  Board  of  directors  to  make  statement  of  amount  of  aid  entitled  to — 
county  clerk  to  certify  list — duties  of  state  superintendent. — The  board  of  directors 
of  any  school  district  desiring  to  avail  itself  of  the  state  aid  provided  for  under 
this  act  shall  meet  and  on  or  before  June  30th  furnish  to  the  county  clerk 
evidence  that  their  school  district  has  met  the  requirements  of  this  act,  and 
shall  make  a statement  of  the  amount  of  aid  to  which  said  district  is.  entitled. 
This  evidence  and  statement  shall  be  attested  by  the  signatures  of  the  president 
and  the  clerk  of  said  school  board  and  sworn  to  before  a notary  public  or  the 
county  clerk.  It  shall  be  the  duty  of  the  county  clerk  on  or  before  July  15th 
to  furnish  to  the  state  superintendent  of  public  schools  a list  of  all  the  districts 
in  his  county  making  application  for  state  aid  for  high  schools,  showing  the 
amount  estimated  for  each  school  district  and  the  total  amount  for  the  county. 
Before  apportioning  the  state  school  funds,  the  state  superintendent  shall  set 
aside  a sum  equal  to  the  total  of  all  the  applications  for  state  aid  called  for  by  all 
the  counties  of  the  state,  after  which  he  shall  proceed  in  accordance  with  sec- 
tion 10822  of  the  Revised  Statutes  of  Missouri,  1909,  and  of  the  session  acts 
of  1911:  Provided,  that  the  amount  so  set  aside  shall  in  no  one  year  exceed 
five  per  cent,  of  the  total  state  school  funds.  Should  the  total  application^] 
for  aid  called  for  by  all  the  counties  in  any  one  year  exceed  five  per  cent,  of  the 
total  state  school  funds,  then  the  state  superintendent  of  public  schools  shall 
first  set  aside  out  of  the  five  per  cent,  the  amount  of  aid  applied  for  under 
section  2 of  this  act,  and  then  the  remainder  of  the  five  per  cent,  of  said  state 
school  funds  shall  be  distributed  pro  rata  among  the  districts  applying  for 
aid  under  section  1 of  this  act,  according  to  the  amount  applied  for  ^>y  each 
district.  The  state  superintendent  of  public  schools  shall  within  thirty  days 
after  he  has  approved  the  work  of  any  school  applying  for  aid  certify  his  ap- 
proval to  the  state  auditor,  who  shall  draw  a warrant  on  the  state  treasurer 
for  the  amount  due  such  district  and  forward  said  amount  to  the  county  clerk 
of  the  proper  county,  and  the  county  clerk  shall  thereupon  apportion  the  said 
amount  to  the  proper  district  in  accordance  with  the  application  on  file  in  his 
office. 

For  synopsis  of  conditions  for  state  aid  under  this  law,  see  page  167. 

The  Buford  Consolidation  Law,  1913. 

Section  1.  Consolidated  district  for  elementary  and  high  school  may  be 
formed. — The  qualified  voters  of  any  community  in  Missouri  may  organize  a 
consolidated  school  district  for  the  purpose  of  maintaining  both  elementary 
schools  and  a high  school  as  hereinafter  provided.  When  such  new  district 

is  formed  it  shall  be  known  as  consolidated  district  No of 

county,  and  all  the  laws  applicable  to  the  organization 

and  government  of  town  and  city  school  districts  as  provided  in  article  IV, 
chapter  106  of  the  Revised  Statutes  of  Missouri,  1909,  shall  be  applicable  to 
districts  organized  under  the  provisions  of  this  act. 

Sec.  2.  Consolidated  district — area  and  enumeration  of. — No  consolidated 
district  shall  be  formed  under  the  provisions  of  this  act  unless  it  contains  an 
area  of  at  least  twelve  square  miles  or  has  an  enumeration  of  at  least  two  hun- 
dred children  of  school  age:  Provided,  that  no  district  formed  under  the  pro- 
visions of  this  act  shall  include  within  its  territory  any  town  or  city  district 
that  at  the  time  of  the  formation  of  said  consolidated  district  has  by  the  last 
enumeration  two  hundred  children  of  school  age. 

A consolidated  school  district  must  either  contain  an  area  of  twelve  square 
miles  or  have  an  enumeration  of  two  hundred  children  of  school  age. 

Sec.  3.  Petition  to  form  consolidated  district  filed  with  whom — duties  of  county 
school  superintendent — meeting — organization  of. — When  the  resident  citizens  of 
any  community  desire  to  form  a consolidated  district,  a petition  signed  by  at 
least  twenty-five  qualified  voters  of  said  community  shall  be  filed  with  tJie 
county  superintendent  of  public  schools.  On  receipt  of  said  petition,  it  shall  be 
£he  duty  of  the  county  superintendent  to  visit  said  community  and  investigate 
the  needs  of  the  community  and  determine  the  exact  boundaries  of  the  pro- 
posed consolidated  district.  In  determining  these  boundaries,  he  shall  so  locate 


172  High  School  Course  of  Study. 


the  boundary  lines  as  will  in  his  judgment  form  the  best  possible  consolidated 
district,  having  due  regard  also  to  the  welfare  of  adjoining  districts.  The 
county  superintendent  of  schools  shall  call  a special  meeting  of  all  the  qualified 
voters  of  the  proposed  consolidated  district  for  considering  the  question  of 
consolidation.  He  shall  make  this  call  by  posting  within  the  proposed  dis- 
trict ten  notices  in  public  places,  stating  the  place,  time  and  purpose  of  such 
meeting.  At  least  fifteen  days’  notice  shall  be  given  and  the  meeting  shall 
commence  at  2 o’clock  p.  m.  on  the  date  set.  The  county  superintendent 
shall  also  post  within  said  proposed  district  five  plats  of  the  proposed  con- 
solidated district  at  least  fifteen  days  prior  to  the  date  of  the  special  meeting. 
These  plats  and  notices  shall  be  posted  within  thirty  days  after  the  filing  of 
the  petition.  The  county  superintendent  shall  file  a copy  of  the  petition  and 
of  the  plat  with  the  county  clerk  and  shall  send  or  take  one  plat  to  the  special 
meeting.  The  special  meeting  shall  be  called  to  order  by  the  county  superin- 
tendent of  schools  or  some  one  deputized  by  him  to  call  said  meeting  to  order. 
The  meeting  shall  then  elect  a chairman  and  a secretary  and  proceed  in  ac- 
cordance with  section  10865,  R.  S.  1909.  The  proceedings  of  this  meeting 
shall  be  certified  by  the  chairman  and  secretary  to  the  county  clerk  or  clerks 
and  also  to  the  county  superintendent  or  superintendents  of  schools  of  all 
the  counties  affected.  If  the  proposed  consolidated  district  includes  territory 
lying  in  two  or  more  counties,  the  petition  herein  provided  for  shall  be  filed 
with  the  county  superintendent  of  that  county  in  which  the  majority  of  the 
petitioners  reside.  The  county  superintendent  shall  proceed  as  above  set 
forth  and  in  addition  shall  file  a copy  of  the  petition  and  of  the  plat  with  the 
county  clerk  of  each  county  from  which  territory  is  proposed  to  be  taken. 

Sec.  4.  Transportation — may  be  voted  on. — The  question  of  transportation 
of  pupils  may  be  voted  upon  at  a special  meeting  above  provided  for,  if  notice 
is  given  that  such  a vote  will  be  taken.  If  transportation  is  not  provided  for 
in  any  school  district  formed  under  the  provisions  of  this  act,  it  shall  then  be 
the  duty  of  the  board  of  directors  to  maintain  an  elementary  school  within 
two  and  one-half  miles  by  the  nearest  traveled  road  of  the  home  of  every 
child  of  school  age  within  said  school  district:  Provided  further,  that  if  trans- 
portation is  not  provided  for,  any  consolidated  district  may  by  a majority 
vote  at  any  annual  or  special  meeting  decide  to  have  all  the  seventh  grade 
and  the  eighth  grade  work  done  at  the  central  high  school  building,  provided 
fifteen  days’  notice  has  been  given  that  such  vote  will  be  taken.  Such  seventh 
and  eighth  grade  work  at  the  central  school  may  be  discontinued  at  any  time 
by  a majority  vote  taken  at  any  annual  or  special  meeting. 

It  requires  that  two-thirds  (§)  of  the  voters  who  are  taxpayers  voting 
at  the  election  vote  in  favor  of  transportation  in  order  to  authorize  the  board 
of  directors  to  provide  transportation. 

A taxpayer  is  one  who  owns  property  subject  to  taxation. 

Sec.  5.  Parts  of  districts  remaining  after  consolidation — procedure. — When- 
ever by  reason  of  the  formation  of  any  consolidated  school  district  a portion 
of  the  territory  of  any  school  district  has  been  incorporated  in  the  consolidated 
district,  the  inhabitants  of  the  remaining  parts  of  the  district  shall  proceed 
in  accordance  with  section  10822,  providing  for  the  annexation  to  city  school 
districts,  and  the  consolidated  district  shall  be  governed  by  the  same  pro- 
visions as  govern  city  school  districts  in  such  cases.  The  inhabitants  of  the 
remaining  parts  of  the  districts  may  also  annex  themselves  to  any  other  ad- 
joining district  or  districts  by  filing  a petition  asking  to  be  so  annexed  with  the 
clerk  or  clerks  of  the  district  or  districts  to  which  they  desire  to  be  annexed  and 
by  also  filing  a copy  of  all  such  petitions  with  the  clerk  of  the  county  court. 

Sec.  6.  Settlement  of  property — original  districts  to  continue — how  long. — 
Whenever  any  consolidated  district  is  organized  under  the  provisions  of  this 
act,  the  original  districts  shall  continue  until  June  30th,  following  the  organiza- 
tion of  said  consolidated  district,  and  at  that  time  all  the  property,  money  on 
hand,  books  and  papers  of  the  school  districts  whose  schoolhouse  sites  are 
included  within  said  consolidated  district  shall  by  the  officers  of  aforesaid 
districts  be  turned  over  to  the  board  of  directors  of  the  consolidated  district, 
and  also  all  bonds  outstanding  against  the  aforesaid  districts  shall  become 
debts  against  the  consolidated  district.  The  division  of  property  and  money 


High  School  Course  of  Study.  173 


on  hand  in  case  school  districts  are  divided  by  the  formation  of  any  consol- 
idated district  shall  be  governed  by  sections  10839  and  10840. 

Sec.  7.  State  aid — when  granted — how. — Whenever  a district  organized 
under  the  provisions  of  this  act  has  secured  a site  of  not  less  than  five  acres 
for  the  central  high  school  building  of  said  district  and  has  erected  thereon  a 
school  building , suitable  for  a central  school  and  containing  one  large  assembly^ 
room  for  the  meeting  of  the  citizens  of  the  district  and  has  installed  a modern 
system  of  heating  and  ventilating,  the  state  shall  pay  one-fourth  of  the  cost 
of  said  building  and  equipment,  provided  the  amount  thus  paid  by  the  state 
shall  not  exceed  two  thousand  dollars  ($2,000.00)  for  any  one  district.  The 
state  of  Missouri  shall  out  of  the  general  revenue  fund  of  the  state  make  ade- 
quate appropriation  for  carrying  out  the  provisions  of  this  section  and  the  money 
due  any  district  shall  be  remitted  by  the  auditor  to  the  county  treasurer  of 
the  proper  county  on  receipt  of  a certificate  from  the  state  superintendent  of 
public  schools  stating  that  the  conditions  herein  prescribed  have  been  complied 
with. 

Sec.  8.  Special  state  aid  granted — when — how. — When  a consolidated 
district  has  been  organized  as  herein  provided  and  has  provided  adequate 
buildings  for  school  purposes,  the  state  shall  grant  a special  aid  of  twenty-five 
dollars  ($25.00)  per  year  for  each  square  mile  or  fraction  thereof  in  the  area 
of  said  district:  Provided,  the  district  maintains  an  approved  high  school  of 
at  least  the  third  class  and  gives  an  approved  course  of  at  least  one  year  in 
agriculture;  and  provided  further,  that  no  district  shall  receive  more  than  eight 
hundred  dollars  per  year  under  the  provisions  of  this  section.  The  state  of 
Missouri  shall  out  of  the  general  revenue  fund  of  the  state  make  adequate  ap- 
propriation for  carrying  out  the  provisions  of  this  section.  The  money  herein 
provided  shall  become  due  on  June  30th  of  each  year,  and  the  district  clerk 
shall  on  or  before  June  30th  make  application  to  the  county  clerk  for  the  aid 
due  his  district  and  the  county  clerk  shall  certify  these  applications  to  the 
state  superintendent  of  public  schools,  who  shall  approve  them  and  certify  to 
the  state  auditor  the  amount  due  each  district  under  the  provisions  of  this  act. 
The  state  auditor  shall  draw  his  warrant  on  the  state  treasurer  for  the  said 
amount  and  remit  to  the  treasurer  of  the  proper  county. 

For  synopsis  of  conditions  for  state  aid  under  this  law,  see  page  167. 

The  Crossley  Teacher-Training  Course  Law,  1913. 

Section  1.  Teacher-training  courses — provisions  for — what  grades. — For 
the  purpose  of  increasing  the  facilities  for  training  teachers  for  the  elementary 
and  rural  public  schools,  by  requiring  a review  of  such  common  branches  as 
may  be  deemed  essential  by  the  state  superintendent  of  public  schools  and  for 
instruction  in  elementary  pedagogy,  including  the  art  of  teaching  elementary 
agriculture,  provision  is  hereby  made  for  teacher-training  courses  in  the  eleventh 
and  twelfth  grades  of  such  approved  first  class  high  schools  as  the  state  super- 
intendent of  public  schools  may  designate:  Provided,  that  such  high  schools 
shall  be  selected  and  distributed  with  regard  to  their  usefulness  in  supplying 
trained  teachers  for  the  elementary  schools  of  all  portions  of  the  state  and  with 
regard  to  the  number  of  teachers  required  for  the  elementary  schools  in  each 
portion  of  the  state:  Provided,  that  private  and  denominational  schools  be 
eligible  to  the  provisions  of  this  act,  except  as  to  receiving  state  aid. 

Sec.  2.  State  aid — amount  of — payable  how — superintendent  to  make 
report — auditor  to  send  amount  to  county  clerk. — Each  public  high  school  ap- 
proved under  the  provisions  of  this  act  shall  receive  state  aid  to  the  amount 
of  seven  hundred  and  fifty  dollars  ($750.00)  per  annum,  payable  in  two  equal 
installments  at  the  close  of  each  semester  as  hereinafter  provided.  The  super- 
intendent of  each  such  approved  high  school  shall  at  the  close  of  each  semester 
file  such  report  with  the  state  superintendent  of  public  schools  as  said  officer 
may  require.  Upon  receipt  of  a satisfactory  report  the  state  superintendent 
of  public  schools  shall  certify  to  the  state  auditor  the  amount  due  said  school 
and  the  county  in  which  said  school  is  situated,  and  shall  also  notify  the  county 
clerk  of  each  county  the  amount  due  any  school  in  his  county.  The  state 
auditor  shall  draw  a warrant  on  the  state  treasurer  for  the  amount  due  such 


174  High  School  Course  of  Study. 


district  and  forward  said  amount  to  the  county  clerk  of  the  proper  county  and 
the  county  clerk  shall  thereupon  apportion  said  amount  to  the  proper  district. 

Sec.  3.  State  aid — when  more  than  one  high  school — requirements  for. — 
It  is  provided  that  in  case  more  than  one  high  school  in  any  county  shall  be 
approved  under  the  provisions  of  this  act  the  total  state  aid  distributed  in  such 
county  shall  not  exceed  twelve  hundred  dollars  ($1,200.00),  to  be  divided 
equally  among  said  high  schools.  No  high  school  shall  be  approved  as  en- 
titled to  state  aid  unless  a class  of  ten  or  more  shall  have  been  organized,  main- 
tained and  instructed  during  the  preceding  semester  in  accordance  with  the 
provisions  of  this  act  and  the  regulations  of  the  state  superintendent  of  public 
schools. 

Sec.  4.  Inspector  of  teacher-training — appointment  of — salary. — The  ap- 
propriation provided  for  by  this  act  for  the  instruction  of  pupils  in  the  science 
and  practice  of  rural  school  teaching  and  the  teaching  of  elementary  agricul- 
ture may  be  expended  in  part  for  the  inspection  and  supervision  of  such  in- 
struction by  the  state  superintendent  of  public  schools  and  by  such  person  as 
he  may  designate,  and  the  expense  of  such  inspection  and  supervision  shall 
be  paid  out  of  said  appropriation  on  vouchers  certified  by  the  state  superin- 
tendent of  public  schools.  In  accordance  with  the  foregoing  provisions  of 
this  section,  the  state  superintendent  of  public  schools  is  authorized  to  appoint 
an  inspector  of  teacher-training  in  high  schools  and  private  and  denomina- 
tional schools  at  a salary  of  not  to  exceed  two  thousand  two  hundred  dollars 
($2,200.00)  per  year,  and  the  necessary  traveling  expenses  while  in  the  discharge 
of  his  duties. 

Sec.  5.  State  school  superintendent — duty  of — teacher-training  classes. — 
The  state  superintendent  of  public  schools  shall  prescribe  the  conditions  of 
admission  to  the  teacher-training  classes,  the  courses  of  instruction,  the  rules 
and  regulations  under  which  such  instruction  shall  be  given  and  the  require- 
ments for  graduation  subject  to  the  provisions  of  this  act. 

Sec.  6.  Examination  for  graduation — fee  for  certificate — apportionment  of 
fee — account  to  be  kept  by  state  school  superintendent. — In  each  high  school  ap- 
proved under  this  act,  an  examination  for  graduation  from  the  teacher-training 
course  shall  be  conducted  under  such  rules  as  the  state  superintendent  of  public 
schools  shall  prescribe.  Each  applicant  for  such  certificate  of  graduation  shall 
pay  a fee  of  three  dollars  ($3.00)  to  the  superintendent  of  schools  of  the  county 
in  which  said  applicant  is  attending  high  school.  One  dollar  of  said  fee  shall 
be  sent  by  said  county  superintendent  to  the  state  superintendent  of  public 
schools,  to  be  used  to  pay  the  cost  of  reading  and  grading  the  answer  papers 
of  such  applicants  and  other  expenses  incident  to  such  examinations,  one  dollar 
shall  be  used  for  the  payment  of  the  expenses  of  teachers’  associations,  and 
one  dollar  shall  be  retained  by  the  county  superintendent  for  compensation 
for  such  work  as  the  state  superintendent  of  public  schools  may  require  of  him 
in  connection  with  teacher-training  courses.  The  state  superintendent  of 
public  schools  shall  keep  an  accurate  account  of  all  moneys  received  and  dis- 
bursed by  him  in  carrying  out  the  provisions  of  this  act.  Any  balance  re- 
maining in  said  fund  shall  be  turned  into  the  general  revenue  fund  of  the  state 
by  the  state  superintendent  of  public  schools  on  the  first  day  of  September  of 
each  calendar  year. 

Sec.  7.  Certificate  of  graduation — issued  by  whom — grades — fee. — A cer- 
tificate of  graduation  from  the  teacher-training  course  provided  for  in  this  act 
shall  be  issued  by  the  state  superintendent  of  public  schools  and  shall  be  a 
valid  license  to  teach  in  any  public  elementary  or  rural  school  in  any  county 
of  the  state  for  a term  of  two  years  on  registration  with  the  superintendent  of 
schools  of  the  county  in  which  the  applicant  is  employed  to  teach.  After 
thirty-two  weeks  of  successful  experience  and  one  term’s  successful  work  in  a 
state  normal  school,  in  the  state  university,  or  in  any  standard  college  or  uni- 
versity, any  person  holding  a teacher-training  certificate  issued  under  the 
provisions  of  this  act  shall  receive  a first  grade  county  certificate.  On  request 
of  the  superintendent  of  schools  of  the  county  under  whose  supervision  the 
applicant  may  have  taught,  accompanied  by  a statement  that  the  applicant 
has  been  successful  as  a teacher  and  by  a certificate  showing  that  the  work 
prescribed  above  has  been  done,  the  state  superintendent  of  public  schools 


High  School  Course  of  Study, 


175 


shall  certify  to  the  county  superintendent  the  grades  made  by  said  applicant, 
and  upon  these  grades  a first  grade  certificate  shall  be  issued  to  the  applicant  by 
the  county  superintendent  on  the  payment  of  a fee  of  one  dollar  and  fifty  cents. 

One  hundred  and  sixty  thousand  dollars  ($160,000)  was  appropriated 
for  teacher-training  courses  for  the  biennial  period  ending  December  31,  1916. 

Ninety-eight  (98)  first  class  high  schools  and  three  (3)  fully  accredited 
private  academies  maintained  teacher-training  courses  during  the  school  year 
1915-1916. 

For  synopsis  of  conditions  for  state  aid  under  this  law,  see  page  168. 


I 

\ 

OUTLINE  OF  CONTENTS 


Page. 


FOREWORD 

INTRODUCTION 

MAJOR  REQUIREMENTS 

MINOR  REQUIREMENTS 

SUGGESTIONS 

COURSES  OF  STUDY: 

Third  Class  High  School 

Second  Class  High  School 

First  Class  High  School 

MAXIMUM  AND  MINIMUM  NUMBER  OF  UNITS  ... 

HIGH  SCHOOL  RECORDS 

OUTLINE  OF  COURSES  (Subjects): 

English 

Mathematics 

History 

American  Government 

Economics 

Sociology 

Latin 

Greek N - 

German.  . 

French 

Spanish 

General  Suggestions  for  Sciences 

Physics 

Chemistry 

General  Biology 

Botany 

Zoology 

General  Science 

Physiology 

Physical  Geography 

Agriculture 

Education 

Pedagogy 

Commercial  Geography 

Bookkeeping 

Stenography  and  Typewriting 

Commercial  Law 

Music 

Drawing 

Manual  Training 

Household  Arts 


3 

5 

7 

9 

11 

14 

15 
18 
22 

24 

25 

34 

41 

46 

48 

49 

49 

50 

51 
51 
53 
55 
55 
57 

59 

60 
60 
61 
62 

63 

64 
66 

71 

72 

73 

73 

74 

75 

75 

76 

77 
82 


178 


Outline  of  Contents. 


SUGGESTIONS  FOR  EQUIPPING  LABORATORIES: 

General  Information 

Physics 

Chemistry 

Biology 

Physiology 

Physical  Geography 

Agriculture 

General  Science 

Manual  Training 

Household  Arts 


SUGGESTIONS  FOR  EQUIPPING  LIBRARIES: 

General  Information 

General  Reference 

English 

Mathematics 

History ; . 

American  Government 

Economics 

Sociology 

Latin 

German 

Physics THE  LIBRARY  G?  IKE 

Chemistry 

Biology {“C  D-  1.7.  -10^0 

Physiology r.D.  .f.  *....'.  f.. 

Physical  Geography.  .tyNWDISjTY  Or  .ILLINOIS. 

Agriculture 

Commercial  Geography 

Manual  Training 

Household  Arts 

Music 

Pedagogy 

Books  for  High  School  Teachers 

Bulletins  for  Free  Distribution 


Page. 

. 92 
. 93 
. 96 
. 99 
. 101 
. 103 
. 106 
. 107 
. 109 
. 112 

. 115 
. 118 
. 119 
. 126 
. 127 
. 142 
. 144 
. 144 
. 145 
. 146 
. 146 
. 147 
. 147 
. 149 
. 151 
. 151 
. 152 
. 156 
. 157 
. 158 
. 159 
. 161 
. 162 
. 163 


MAPS: 

Ancient  History 129 

Mediaeval  and  Modern  History 133 

English  History 136 

American  History 141 

PUBLISHING  COMPANIES 166 

SYNOPSIS  OF  CONDITIONS  FOR  STATE  AID 167 

IMPORTANT  SECTIONS  OF  SCHOOL  LAW  RELATING 
TO  HIGH  SCHOOLS: 

Classification  of  High  Schools 169 

High  School  Inspection 169 

Qualifications  for  County  Certificates 169 

The  Wilson  High  School  Aid  Law 170 

The  Buford  Consolidation  Law 171 

The  Crossley  Teacher-Training  Course  Law 173 

V 


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